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    Disciplines / Research questions

    Education

    10 research topics · 30 questions

    Repeatability and Boundary Conditions of Growth Mindset Intervention Effects3 questions

    1. Do growth mindset intervention effects depend systematically on person–intervention fit, and can fit and contextual boundary conditions explain the interventions' inconsistent replication record?

    2. To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Establishing Boundary Conditions, Mechanism, and Bias-Corrected Effects

    3. Durability, gender specificity, well-being outcomes, generalizability, and mechanism specificity of single-session growth-mindset-of-personality interventions for adolescent depressive symptoms and well-being

    Can the advantages of retrieval practice be transferred to higher-order understanding?4 questions

    1. Boundary conditions for incorporating retrieval into learning tasks: task complexity, learner characteristics, anticipation, and restudy or feedback after closed-book attempts

    2. When and why does retrieval practice benefit deductive inference? Boundary conditions, the causal role of retrieval success, and mechanisms

    3. Boundary conditions and mechanisms of retrieval-practice transfer across final-test formats in classroom English vocabulary learning

    4. Mechanisms and boundary conditions of test-enhanced transfer of learning: the open core of the multimedia testing-effect questions (Johnson & Mayer, 2009)

    Cross-year stability issues of teacher value-added scores3 questions

    1. Independent audit of the precision, stability, and bias of SAS EVAAS teacher value-added ratings for high-stakes use

    2. Completing the validity argument for teacher value-added scores: causal sources of divergence from observed instruction, specification limits, and long-run validity of instructional measures

    3. Decomposing year-to-year instability of school value-added estimates for Italian primary schools into persistent, transitory, and sampling-error components

    The fade-out puzzle of educational intervention effects over time2 questions

    1. Causal ingredients of fadeout in the Building Blocks early mathematics intervention and the conditions under which subsequent environments sustain its effects

    2. Decomposing the Mechanisms of Rapid Test-Score Fade-Out: What Explains the Low Year-to-Year Persistence of Learning in Value-Added Models?

    Grade thresholds and causal directions of extracurricular homework benefits4 questions

    1. Causal identification, external validity, and mechanisms of the subject-dependent Matthew effect of parental environment on student achievement

    2. Mechanisms behind subject-specific and subgroup heterogeneity in the causal returns to homework time (from Eren & Henderson 2011)

    3. Causal direction and cross-country heterogeneity of the homework time-achievement relationship

    4. The homework-achievement relationship in early elementary grades and its gender, assignment-feature, and language moderators: the unresolved agenda of the Fan et al. 30-year math and science meta-analysis

    The debate over short-term improvement and long-term harm of grade retention policies4 questions

    1. Opening the black box of early grade retention: causal mechanisms, effects relative to alternatives such as special education referral, and school conditions for supporting at-risk children

    2. Causal direction and heterogeneity of grade retention effects on students' academic and non-academic outcomes: an unresolved question from Martin (2011)

    3. Causal effects of early grade retention on students' psychosocial outcomes under test-based promotion policies

    4. Long-run effects of test-based third-grade retention in Florida: postsecondary attainment, labor-market outcomes, and the retention-year mechanism bundle

    The productivity paradox between digital device investment and learning outcomes2 questions

    1. Causal direction and quality of use behind the negative association between student ICT use and literacy in international assessment data

    2. Decomposing the returns to China's college ICT program: which components and mechanisms raise graduates' labor-market outcomes, and do the gains persist beyond the first job?

    Inconsistencies between long-term benefits of small class teaching and short-term performance effects4 questions

    1. Opening the Black Box of Class Size: Mechanisms and the Unexplained Norway–Sweden Contrast in Long-Run Effects

    2. Causal mechanisms behind Head Start's long-run gains despite cognitive test-score fade-out: the unresolved empirical agenda of the sibling-comparison evidence

    3. Which Manipulable Components of Kindergarten Classroom Quality Generate Long-Run Earnings Gains? The Unresolved Decomposition of Project STAR's Class-Quality Effects

    4. Persistence of the effects of French first-grade class-size reduction beyond Grade 2: fadeout profile, moderators, and measured cost-effectiveness

    Publication bias and contextual heterogeneity of formative assessment effect sizes1 questions

    1. Publication-bias robustness and contextual moderators of formative-assessment effect sizes on student achievement

    Distinguishing tool effects and novelty effects in AI tutoring system gains3 questions

    1. Conditions under which LLM-based conversational tutoring systems produce reliable objective learning gains (the Ruffle&Riley open question)

    2. Adaptive computer-assisted instruction versus equivalent teacher-led instruction for main-idea identification in struggling upper-elementary readers: the unresolved head-to-head comparison, its durability, and novelty control

    3. Causal attribution and generalizability of generative AI integration effects on student learning in engineering education

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