1. Eunsook Kim and Sung-Jae Pak, «Students Do Not Overcome Conceptual Difficulties after Solving 1000 Traditional Problems», American Journal of Physics 70, no. 7 (2002): 759–765. Также см.: E. Plant et al., «Why Study Time Does Not Predict Grade Point Average across College Students: Implications of Deliberate Practice for Academic Performance», Contemporary Educational Psychology 30, no. 1 (January 2005): 96–116, doi:10.1016/j.cedpsych.2004.06.001.
2. Anders Ericsson, «Acquisition and Maintenance of Medical Expertise: A Perspective from the Expert-Performance Approach with Deliberate Practice», Academic Medicine 90, no. 11 (2015): 1471–86. Дополнительные подробности — из: Adetunji Oremakinde and Mark Bernstein, «A Reduction in Errors Is Associated with Prospectively Recording Them: Clinical Article», Journal of Neurosurgery 121, no. 2 (2014): 297–304.
3. Dan Pompei, «Inside Gruden's 'Maniacal' Obsession with Football», Bleacher Report, May 12, 2016, http://bleacherreport.com/articles/2636358-inside-jon-grudens-maniacal-obsession-with-football (дата обращения: 28.09.2016). Также я опирался на: Julia Belluz, «We Spoke to 20 Experts about How to Lose Weight and Keep It Off. Here Are Their Surprisingly Simple Tips», Vox, May 2, 2016, http://www.vox.com/2014/11/27/7289565/weight-loss-diet-tips (дата обращения: 28.09.2016).
4. Mark Bernstein, «The Drop Attack», Canadian Medical Association Journal 172, no. 5 (March 1, 2005): 668–69, doi:10.1503/cmaj.050076, и Scellig Stone and Mark Bernstein, «Prospective Error Recording in Surgery: An Analysis of 1108 Elective Neurosurgical Cases», Neurosurgery 60, no. 6 (2007): 1075–1082.
5. John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Abingdon, UK: Routledge, Taylor & Francis Group, 2009). Пример с петухом взят из: Bridgid Finn and Janet Metcalfe, «Scaffolding Feedback to Maximize Long-Term Error Correction», Memory & Cognition 38, no. 7 (2010): 951–61, doi:10.3758/MC.38.7.951; также я использовал: John Hattie and Helen Timperley, «The Power of Feedback», Review of Educational Research 77, no. 1 (March 1, 2007): 81–112, doi:10.3102/003465430298487.
6. Дополнительные материалы к дискуссии об учебных планах: Ulrich Boser, Matthew Chingos, and Chelsea Straus, «The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for Their Curriculum Buck?» Center for American Progress, October 14, 2015, https://www.americanprogress.org/issues/education/report/2015/10/14/122810/the-hidden-value-of-curriculum-reform/