Pooja K. Agarwal, Ph.D.
Founder of RetrievalPractice.org
Cognitive Scientist, Associate Professor, & Speaker
Author, Powerful Teaching and Smart Teaching Stronger Learning
ask@retrievalpractice.org
Pooja K. Agarwal, Ph.D. (she/her, @RetrieveLearn) is a cognitive scientist, conducting research on how students learn since 2005. She is the author of the book Powerful Teaching: Unleash the Science of Learning, editor of the book Smart Teaching Stronger Learning, and an Associate Professor of Psychology at the Berklee College of Music in Boston, teaching psychological science to exceptional undergraduate musicians.
Dr. Agarwal’s award-winning research has been published in prominent peer-reviewed academic journals; recognized by the National Science Foundation and the U.S. Department of Education, featured in The New York Times, Education Week, Scientific American, and NPR; and highlighted in numerous books, podcasts, and videos.
Drawing on her combined 20 years of experience as a scientist, public school teacher, and college professor, Dr. Agarwal shares practical research-based resources for millions of educators around the world with interactive keynotes and workshops, as well as her newsletter at RetrievalPractice.org. Her love of learning formed at the outset of her career as a 4th and 5th grade teacher, and she earned her Ph.D. from Washington University in St. Louis.
-
Books
Agarwal, P. K. (Ed.). (2025). Smart Teaching Stronger Learning: Practical Tips From 10 Cognitive Scientists. Unleash Learning Press. Available in paperback and Kindle/e-book. [Amazon] [More information]
Agarwal, P. K., & Bain, P. M. (2019). Powerful Teaching: Unleash the Science of Learning. Jossey-Bass/Wiley. Available in hardback, paperback, audiobook, Kindle/e-book, and Spanish. [Amazon] [More information]
Peer-Reviewed Journal ArticlesAgarwal, 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. [PDF]
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]
Book ChaptersEkuni, 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] [Download e-book]
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]
Articles in the Popular PressAgarwal, 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 TeachersSundar, 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]
Additional PublicationsAgarwal, 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]
Speaking & Professional Development Offerings
Dr. Agarwal offers customized professional development around the world, including in-person and online keynotes and workshops with groups ranging from 10 to 3,000+ educators. Click here for example workshop topics and email her at ask@retrievalpractice.org for more information.
-
August 2026: Goshen Community Schools, Goshen, IN
July 2026: Arkansas Department of Education, Hot Springs, AR
March 2026: Learning Specialists Association of Canada, Toronto, Canada
February 2026: CISC Symposium, Monterey, CA
January 2026: Neural Education Institute, WA
December 2025: St. Vrain Valley Schools, Longmont, CO
August 2025: Highlands School, Birmingham, AL
July 2025: Morton School District, Morton, WA
June 2025: Rockford Public Schools, Rockford, IL
April 2025: Learning & the Brain Conference, New York City, NY
March 2025: Illinois SLD Support Project, Springfield, IL
February 2025: The Haverford School, Haverford, PA
February 2025: Conestoga Valley High School, Lancaster, PA
January 2025: Vellinge School District, Malmo, Sweden
November 2024: Virginia Association of Independent Schools, Richmond, VA
October 2024: Episcopal Academy, Newtown Square, PA
August 2024: Mercersburg Academy, Mercersburg, PA
August 2024: Duchesne Academy, Houston, TX
March 2024: Evergreen Education Conference on Artificial Intelligence, Los Angeles, CA
September 2023: Denver Museum of Nature & Science, Denver, CO
December 2022: Kentucky Educational Development Corporation, Ashland, KY
November 2022: Acushnet Public Schools, Acushnet, MA
November 2022: ResearchED Chile, Santiago, Chile
October 2022: GoGuardian, Santa Monica, CA
October 2022: ResearchED USA, Frederick, MD
October 2022: MassCUE, Boston, MA
September 2022: Virginia Association of Independent Schools, Richmond, VA
August 2022: Mercersburg Academy, Mercersburg, PA
August 2022: Thomas Hart Academy, Hartsville, SC
June 2022: Columbia University Klingenstein Center Summer Institute, Lakeville, CT
April 2022: North Rockland Central School District, Garnerville, NY
March 2022: SXSW EDU, Austin, TX (keynote on YouTube)
March 2022: Aptus and the One World Network of Schools, Santiago, Chile
January 2022: Illinois Mathematics & Science Academy, Aurora, IL
November 2021: EDUTech Asia, Singapore
October 2021: Francis Marion Center to Prepare Teachers of Children of Poverty, Florence, SC
September 2021: World Bank Education Event Series, Washington, DC
July 2021: Creative Leadership Summit, Boston, MA
June 2021: Mercersburg Academy, Mercersburg, PA
January 2021: Brisbane State High School, Brisbane, Australia
November 2020: Tsinghua International School, Beijing, China
August 2020: Metairie Park Country Day School, Metairie, LA
July 2020: Chartered College of Teaching, London, England
February 2020: Pingry School, Basking Ridge, NJ
December 2019: Ditch That Textbook Digital Summit
November 2019: Learning & the Brain Conference, Boston, MA
October 2019: Northwest Association of Independent Schools, Tacoma, WA
August 2019: ConnectED Learning, St. Louis, MO
July 2019: Carl Sandburg High School, Orland Park, IL
July 2019: Teaching Lab, Washington, DC
July 2019: Center for Transformative Teaching & Learning (CTTL), Bethesda, MD
June 2019: Episcopal School of Jacksonville, Jacksonville, FL
June 2019: Florida Council of Independent Schools, Tampa, FL
April 2019: Learning & the Brain Conference, Boston, MA
January 2019: Pingry School, Basking Ridge, NJ
November 2018: South Carolina Governor’s School for Science and Mathematics, Hartsville, SC
November 2018: Digital Promise, Washington, DC
October 2018: St. George’s School, Middletown, RI
September 2018: LearnLaunch, Boston, MA
February 2018: Interlochen Center for the Arts, Interlochen, MI
November 2017: Learning & the Brain Conference, Boston, MA
October 2017: iNACOL Symposium, Orlando, FL
July 2017: Annual Teaching with Technology Symposium, Little Rock, AR
July 2016: Federal Reserve Bank, St. Louis, MO
June 2016: Character Lab Toolbox Workshop, Philadelphia, PA
February 2015: Milton Academy Math Teachers Conference, Milton, MA
August 2014: IES Regional Education Laboratory Bridge Event, Chambersburg, PA
January 2014: National Association of State Boards of Education, Arlington, VA
December 2013: IES Regional Education Laboratory Bridge Event, Laurel, DE
October 2013: Teach for America Development Day, St. Louis, MO
September 2013: IES Regional Education Laboratory Bridge Event, Dover, DE
April 2013: Metro Academic and Classical High School, St. Louis, MO
January 2013: McKinley Middle School, St. Louis, MO
-
January 2026: National Institute on the Teaching of Psychology (NITOP), Point Clear, AL
January 2026: Community College of Baltimore County, MD
May 2025: Association for Psychological Science (APS) Teachers Institute, Washington, DC
May 2025: Tufts University, Boston, MA
April 2025: Teachers of Intro Psychology Northwest, Seattle, WA
April 2025: University of Arkansas for Medical Sciences, Little Rock, AR
June 2024: Arkansas State University, Jonesboro, AR
November 2023: International Conference of Education, Seville, Spain
November 2022: Top Hat, Toronto, Canada
June 2022: University of Iowa, Iowa City, IA
June 2022: SPARK Society, Chicago, IL
May 2022: McGill University, Montreal, Canada
May 2022: Goucher College, Towson, MD
April 2022: SARMAC Society, Coventry, UK
February 2022: Virginia Commonwealth University, Richmond, VA
February 2022: University of Toronto, Toronto, Canada
January 2022: Collin College, McKinney, TX
October 2021: Touro University, New York, NY
July 2021: SARMAC Society, Coventry, UK
April 2021: Harvard University, Boston, MA
April 2021: McMaster University, Hamilton, Canada
February 2020: Lafayette College, Easton, PA
November 2019: University of Dundee, Dundee, Scotland
October 2019: APA Society for the Teaching of Psychology, Denver, CO
May 2019: West Point (U.S. Military Academy), West Point, NY
May 2019: Tyler Technologies, Yarmouth, ME
March 2019: University of Notre Dame, Notre Dame, IN
December 2018: Vanderbilt University, Nashville, TN
November 2018: edX, Cambridge, MA
October 2018: Massachusetts College of Liberal Arts, North Adams, MA
October 2018: Wellesley College, Wellesley, MA
September 2018: Massachusetts Bay Community College, Boston, MA
August 2018: James S. McDonnell Foundation, St. Louis, MO
July 2018: Truman Scholars Association, Washington, DC
April 2018: University of New Hampshire, Durham, NH
February 2018: Ontario Institute for Education, Toronto, Canada
May 2017: Husson University, Bangor, ME
April 2017: Association for University Regional Campuses of Ohio, Huron, OH
March 2017: Fontbonne University, St. Louis, MO
October 2016: Dartmouth College, Hanover, NH
October 2016: Rutgers University, New Brunswick, NJ
March 2016: Massachusetts Institute of Technology (MIT), Boston, MA
November 2014: Lindenwood University, St. Charles, MO
September 2013: St. Louis University Medical School, St. Louis, MO
August 2012: University of Texas Center for Teaching and Learning, Austin, TX
June 2012: University of Texas Summer Institute, Austin, TX
June 2011: Universidade de Lisboa, Portugal, Lisbon
-
Powerful teaching: In-depth recommendations for making the most of retrieval practice, spacing, interleaving, and metacognition activities in the classroom
Start, stop, and keep: Guided discussion and reflection on implementing research-based teaching strategies, including goal setting and problem solving
Forgetting is normal: Learn about why forgetting happens, why it’s good for learning, and how to normalize it in the classroom
Study smarter, not harder: Applicable for educators, students, and parents about how to study effectively, including practical time-saving tips for independent learners
Debunking neuromyths: Learn about how the brain works, why we fall for neuromyths, and how to be an informed consumer of neuroscience research
Neurodiversity: Learn about working memory and how to support neurodiverse students with specific retrieval practice and metacognition strategies
Multi-failing: Learn about why humans are unable to multi-task and how to use retrieval practice to minimize distractions and boost learning in the classroom
Think like a scientist: Learn how to identify good vs. bad science, how to read a research article, and how to design an action research project in your classroom