Research & Publications
Dr. Agarwal has conducted research on how students learn for more than 15 years. By taking laboratory-developed strategies from the science of learning and applying them in authentic classrooms, scientists and educators can verify that these powerful strategies improve learning for real students in the real world.
Publications
Book
Agarwal, P. K., & Bain, P. M. (2019). Powerful Teaching: Unleash the Science of Learning. Jossey-Bass/Wiley. [More information]
Peer-Reviewed Journal Articles
Agarwal, P. K. (2024). Personal reflections on science communication and sharing retrieval practice research with teachers. Educational Psychology Review, 36. [PDF]
Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33, 1409-1453. [PDF] [More information]
Ekuni, R., de Souza, B. M. N., Agarwal, P. K., & Pompeia, S. (2020). A conceptual replication of survey research on study strategies in a diverse, non-WEIRD student population. Scholarship of Teaching and Learning in Psychology, 8, 1-14. [Abstract]
Agarwal, P. K. (2019). Retrieval practice and Bloom’s taxonomy: Do students need fact knowledge before higher order learning? Journal of Educational Psychology, 111, 189-209. [PDF] [More information]
Agarwal, P. K., Finley, J. R., Rose, N. S., & Roediger, H. L. (2017). Benefits from retrieval practice are greater for students with lower working memory capacity. Memory, 25, 764-771. [PDF]
Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3, 131-139. [PDF]
McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20, 3-21. [PDF]
Zaromb, F., Butler, A. C., Agarwal, P. K., & Roediger, H. L. (2014). Collective memories of three wars in United States history in younger and older adults. Memory & Cognition, 42, 383-399. [PDF]
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372. [PDF]
Agarwal, P. K. (2012). Advances in cognitive psychology relevant to education: Introduction to the special issue. Educational Psychology Review, 24, 353-354. [PDF]
Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24, 437-448. [PDF]
Agarwal, P. K., & Roediger, H. L. (2011). Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory, 19, 836-852. [PDF]
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399-414. [PDF]
Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395. [PDF]
Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger, H. L. (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38, 408-418. [PDF]
Marsh, E. J., Agarwal, P. K., & Roediger, H. L. (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1-11. [PDF]
Agarwal, P. K., Karpicke, J. D., Kang, S. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876. [PDF]
Articles in the Popular Press
Agarwal, P. K. (2020). Retrieval practice: A power tool for lasting learning. ASCD Educational Leadership.
Agarwal, P. K. (2020). A lightbulb moment: How IES sparks research, teaching, and practice. Inside IES Research.
Agarwal, P. K. (2020). Learning requires remembering. The Pew Charitable Trusts Trend Magazine.
Agarwal, P. K. (2020). Powerful learning is all about retrieval. ASCD Education Update.
Agarwal, P. K., & Agostinelli, A. (2020). Interleaving in math: A research-based strategy to boost learning. AFT American Educator.
Agarwal, P. K. (2018). You’re already harnessing the science of learning (you just don’t know it). EdSurge.
Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan.
Agarwal, P. K. (2017). Retrieval practice: The what, why, and how for classroom instruction. Noba.
Practice Guides for Teachers
Sundar, K., & Agarwal, P. K. (2021). Effect sizes and meta-analyses: How to interpret the “evidence” in evidence-based. [PDF]
Son, L. K., Furlonge, N. B., & Agarwal, P. K. (2020). Metacognition: How to improve students’ reflections on learning. Barnard College, New York, NY. [PDF]
Carpenter, S. K., & Agarwal, P. K. (2019). How to use spaced retrieval practice to boost learning. Iowa State University, Ames, IA. [PDF]
Fazio, L. K., & Agarwal, P. K. (2019). How to implement retrieval-based learning in early childhood education. Vanderbilt University, Nashville, TN. [PDF]
Pan, S. C., & Agarwal, P. K. (2018). Retrieval practice and transfer of learning: Fostering students' application of knowledge. University of California San Diego, San Diego, CA. [PDF]
Rohrer, D., Dedrick, R. F., & Agarwal, P. K. (2017). Interleaved mathematics practice: Giving students a chance to learn what they need to know. University of South Florida, Tampa, FL. [PDF]
Agarwal, P. K., Roediger, H.L., McDaniel, M. A., & McDermott, K. B. (2013, 2018). How to use retrieval practice to improve learning. Washington University in St. Louis, St. Louis, MO. [PDF]
Book Chapters
Ekuni, R., Pompeia, S., & Agarwal, P. K. (2023). Are study strategies universal? A call for more research with diverse non-WEIRD students. Chapter in C. E. Overson, et al. (Eds.), How to apply the science of learning in your academic setting. APA Society for the Teaching of Psychology. [PDF]
Pyc, M. A., Agarwal, P. K., & Roediger, H. L. (2014). Test-enhanced learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum. APA Society for the Teaching of Psychology. [PDF]
Roediger, H. L., Agarwal, P. K., Kang, S. H. K., & Marsh, E. J. (2010). Benefits of testing memory: Best practices and boundary conditions. In G. M. Davies & D. B. Wright (Eds.), New frontiers in applied memory (pp. 13-49). Brighton, U.K.: Psychology Press. [PDF]
Roediger, H. L., Weinstein, Y., & Agarwal, P. K. (2010). Forgetting: Preliminary considerations. In S. Della Sala (Ed.), Forgetting (pp. 1-22). Hove, U.K.: Psychology Press. [PDF]
Additional Publications
Agarwal, P. K., Lange, R., & Metcalf, L. A. (2012). Illinois’ growth model approach using the value table method. Illinois State Board of Education, Springfield, IL. [PDF]
Agarwal, P. K. (2011). Examining the relationship between fact learning and higher order learning via retrieval practice. Doctoral dissertation, Washington University in St. Louis, St. Louis, MO.
White, B. R., & Agarwal, P. K. (2011). The principal report: The state of school leadership in Illinois. Illinois Education Research Council, Edwardsville, IL. [PDF]
Agarwal, P. K. (2003, October/November). College life in the Internet age. Upgrade, 14-15. [PDF]
Agarwal, P. K. (2001). If I could make a school. Learning & Leading with Technology, 29, 28-31. [PDF]