Learning by Preparing-to-Teach and Teaching: A Meta-Analysis
Across ages Learning from other people
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C15 | Meta-analysis of 28 studies: g = 0.35 preparing to teach, 0.56 teaching after preparing, also after a delay. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Learning by Preparing-to-Teach and Teaching: A Meta-Analysis (2018)
Källa: https://doi.org/10.1111/jpr.12221 (Japanese Psychological Research 61(3))
Verified content
- 28 studies; compared with studying without teaching expectancy (abstract).
- Hedges' g = 0.35 for preparing to teach and 0.56 for teaching after preparing; benefits for deep and surface learning and after a delay.
- Interactive teaching produced larger benefits than non-interactive teaching.
Limits
- Mostly lab studies with university students.
Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16); content from the published abstract or well-documented summaries, not a full-text read unless stated.
Metadata as recorded
- ID
- PEER-002
- Tier
- meta
- Titel
- Learning by Preparing-to-Teach and Teaching: A Meta-Analysis
- År
- 2018
- Källa/DOI
- https://doi.org/10.1111/jpr.12221
- Tidskrift
- Japanese Psychological Research 61(3)
- Typ
- peer-reviewed meta-analysis
- Åldersgrupp
- overgripande
- Teman
- larande-fran-andra
- Hämtad
- 2026-10-16
- Verifierad
- Crossref metadata (title, authors, year, venue) checked 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.