We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.

中文翻译：

---

通过教师主导的随机对照试验将实验室证据转化为课堂实践——透视和元分析

我们发起并构建了一个单一的项目，监督教师，其中一些具有神经科学或心理学学位，以合作和探索学习翻译教学法的科学效果。本文报告了教师主导的随机对照试验 (RCT) 和重复的 34 项发现。教师设计了试验，着眼于注意力、记忆力和间隔学习等领域。总体而言，在短期内发现了积极影响（1-6 周；r = 0.15，p < .0001 [d = 0.30]，N = 2,157）。然而，检索练习（测试作为一种学习体验）在年龄、方法和课程内容之间具有不同的影响。结果表明，学习转化教学法的科学需要广泛复制，以确定如何最好地在课堂上使用实验室证据。