Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures

By Gary L. Cates, Christopher H. Skinner, T. Watson, Tawnya J. Meadows, Adam D. Weaver, Bertha Jackson. 2003

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Theoretical and Applied Implications of Precisely Measuring Learning Rates (2008, background): “Although this measure has clear meaning to some (e.g., Cates et al., 2003), it is uncommon and may be difficult for others to understand as most instructional procedures are delivered in units of time that exceed 1 min.”
An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes (2015, methodology): “Although researchers have begun to design and test procedures to control or account for CIT (e.g., Burns & Sterling-Turner, 2009; Cates et al., 2003; Forbes et al., 2013; Nist & Joseph, 2008), the potential effect of curricular scope on learning has yet to be examined.”
Effectiveness and Efficiency of Flashcard Drill Instructional Methods on Urban First-Graders' Word Recognition, Acquisition, Maintenance, and Generalization (2008, methodology): “Traditional drill and practice was found to be the most efficient method for teaching word recognition and spelling skills (Cates et al., 2003; Joseph & Nist, 2006; Schmidgall & Joseph, 2007).”