1. Översiktsstudier

• Carpenter, S. K.; Witherby, A. E.; Tauber, S. K., On students’(mis) judgments of learning and teaching effectiveness, Ingår i: Journal of applied research in memory and cognition, 9(2) (2020) 137-151Obligatorisk* (s. 137–151)
• Carpenter, S. K.; Pan, S. C.; Butler, A.C., The science of effective learning with spacing and retrieval practice, Ingår i: Nature reviews. Psychology, 1 (2022) 496–511Obligatorisk* (s. 496–511)
• Chi, M. T.; Wylie, R., The ICAP framework: Linking cognitive engagement to active learning outcomes, Ingår i: Educational psychologist, 49(4) (2014) 219-243Obligatorisk* (s. 219–243)
• Donoghue, G. M.; Hattie, J. A. C., A Meta-Analysis of Ten Learning Techniques, Ingår i: Frontiers in Education, 6 (2021)Obligatorisk*
• Perry, T. m.fl., Cognitive science approaches in the classroom: A review of the evidenceObligatorisk*
• Shute, V. J., Focus on formative feedback, Ingår i: Review of educational research, 78(1) (2008) 153–189Obligatorisk* (s. 153–189)
• Thurn, C.M.; Edelsbrunner, P.A.; Berkowitz, M. , Questioning central assumptions of the ICAP framework, Ingår i: NPJ science of learning, 8, 49 (2023)Obligatorisk*
• Yang, C. m.fl., Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review, Ingår i: Psychological bulletin, 147(5) (2021) 399–435Obligatorisk* (s. 399–435)

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2. Ämnesdidaktik, kognitionsvetenskap och kreativitet

• Broughton, S.H.; Sinatra, G.M.; Reynolds, R.E., The nature of the refutation text effect: An investigation of attention allocation, Ingår i: Journal of educational research, 103(6) (2010) 407–423Obligatorisk* (s. 407–423)
• Hoang, A. D., Impact of short-term pressures on student's performance: An experimental studyObligatorisk* (s. 58–79)
• Lazonder, A.W.; Harmsen, R., Meta-Analysis of Inquiry-Based Learning: Effects of Guidance, Ingår i: Review of educational research, 86(3) (2016) 681–718Obligatorisk* (s. 681–718)
• Graham, S.; Kiuhara, S.A.; MacKay, M., The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis, Ingår i: Review of educational research, 90(2) (2020)179–226Obligatorisk* (s. 179–226)
• Karpicke, J.D., Retrieval-based learning: Active retrieval promotes meaningful learning, Ingår i: Current directions in psychological science, 21(3) (2012) 157–163Obligatorisk* (s. 157–163)
• Paas, F.; Renkl, A.; Sweller, J., Cognitive Load Theory and Instructional Design: Recent Developments, Ingår i: Educational psychologist, 38(1) (2003) 5–71Obligatorisk* (s. 5–71)
• Rawlings, B.S.; Cutting, S.J., Linking disparate strands: A critical review of the relationship between creativity and education, Ingår i: Educational psychology review, 36(4) (2024) 1–35Obligatorisk* (s. 1–35)

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3. Ledarskap, samarbete, samtalsstrukturer och deltagande

• Dallimore, E.J.; Hertenstein, J.H.; Platt, M.B., Impact of cold-calling on student voluntary participation, Ingår i: Journal of management education., 37(3) (2013) 305–341Obligatorisk* (s.305–341)
• Freeman, J. m.fl., Relationship between School-Wide Positive Behavior Interventions and Supports and academic, attendance, and behavior outcomes in high schools, Ingår i: The journal of positive behavior interventions., 18(1) (2016) 41–51Obligatorisk* (s. 41–51)
• Gage, N.A. m.fl., Average treatment effect of School-Wide Positive Behavioral Interventions and Supports on school-level academic achievement in Florida, Ingår i: The journal of positive behavior interventions., 19(3) (2017)158–167Obligatorisk* (s. 158–167)
• Lyman, F.T.; Purser, M., Think-pair-share and Thinktrix: Standard bearers of student dialogue, Ingår i: Contemporary global perspectives on cooperative learning, New York, Routledge, 2023, s. 1 onlineresurs (279 sidor)Obligatorisk* (s. 124–143)
• Närhi, V.; Kiiski, T.; Savolainen, H., Reducing disruptive behaviours and improving classroom behavioural climate with class-wide positive behaviour support in middle schools, Ingår i: British educational research journal, 43(6) (2017) 1186–1205Obligatorisk* (s. 1186–1205)
• Rowe, M.B., Wait-time and rewards as instructional variables: Their influence on language, logic, and fate control, Ingår i: Journal of research in science teaching, 11(2) (1972) 81–94Obligatorisk* (s. 81–94)
• Vives, E.; Trullols, E.; Valero, D., Learning with Jigsaw: A systematic review gathering all the pieces of the puzzle more than 40 years later, Ingår i: Review of educational research, 95(3) (2025) 339–384Obligatorisk* (s. 339–384)
• Wang, M.-T. m.fl., Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis, Ingår i: Developmental review, 57 (2020) 100912Obligatorisk*

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4. Digitala resurser

• Efimova, E.; Nygren, T., Classroom discussions of social issues in the age of generative AI: Epistemic vigilance against bias and bullshit, Ingår i: Journal of Social Studies Research, (2025)Obligatorisk*
• Kerstin, G.; Miller, K.; Klales, A. , AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting, Ingår i: Scientific reports, 15 (2025) 17458Obligatorisk*
• Dai, W.-A.; Xu, W.; Xing, Q.-W., Gamified learning impact: A meta- analysis of game element combinations on students’ learning outcomes, Ingår i: ETR&D, 73(4) (2025) 2617–2643Obligatorisk* (s. 2617–2643)
• Nygren, T.; Axelsson, C.-A.W., Don’t tell me how to fact-check; show me, and let me try! A media literacy intervention with sixth-graders, Ingår i: The journal of media literacy education, (2025)Obligatorisk*
• Låg, T.; Sæle, R.G., Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis, Ingår i: AERA open, 5(3) (2019)Obligatorisk*

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5. Replikationer, långtidseffekter och implementering

• Bailey, D. m.fl., Persistence and fadeout in the impacts of child and adolescent interventions, Ingår i: Journal of research on educational effectiveness, 10(1) (2017) 7-39Obligatorisk* (s. 7–39)
• Durlak, J.A.; DuPre, E.P., Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation, Ingår i: American journal of community psychology, 41 (2008) 327-350 Obligatorisk* (s. 327–350)
• Howard-Jones, P.; Woolacott, B.; Gilmore, C., The journey from educational research to classroom practice, Ingår i: JET, 51(1) (2025) 173–187Obligatorisk* (s. 173–187)
• Kalmendal, A., Chapter 3: The Replication Chrisis, Ingår i: Evidence in education, Växjö, Linnaeus University Press, 2025, s. 59 sidorObligatorisk* (s. 22–29)
• Makel, M.C.; Plucker, J.A., Facts are more important than novelty: Replication in the education sciences, Ingår i: Educational researcher, 43(6) (2014) 304–316Obligatorisk* (s. 304–316)
• Ogden, T.; Fixsen, D.L., Implementation science: A brief overview and a look ahead, Ingår i: Zeitschrift für Psychologie, 222(1) 2014) 4–11Obligatorisk* (s. 4–11)
• Ryan, A.M. et al., What can implementation science tell us about scaling interventions in school settings? A scoping review, Ingår i: Educational research review, 44 (2024) 100533Obligatorisk*

* Obligatorisk