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Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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Visible Learning

A Synthesis of Over 800 Meta-Analyses Relating to Achievement

By John Hattie

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Format: Paperback, 378 pages
Other Information: 25 black & white tables
Published In: United Kingdom, 18 November 2008
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

Table of Contents

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

About the Author

John Hattie is Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand.

EAN: 9780415476188
ISBN: 0415476186
Publisher: Routledge
Dimensions: 24.79 x 17.55 x 2.11 centimetres (0.30 kg)
Age Range: 15+ years
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4 review(s)
All Reviews
Karen Johns on
Excellent text - informative, easy to use and a terrific resource to share with teachers and parents. Inciteful and written in an easy to understand manner. Basis of the research is presented clearly with a detailed background. Recommended for any teaching leadership role, teachers, student teachers, etc. To share with parents.
toni jenkins on
As a teacher, this book is completely inspiring. It uses real data to show what makes a difference to student achievement - and the good news is that what works for students is totally doable for teachers. Highly recommended, and even readable for a university text...
This book provides a huge synthesis of over 800 research studies relating to student achievement. It looks at the contributions of a range of factors, under the headings - the student, the home, the school, the teacher, the curricula and teaching approaches. Hattie's research is thorough and backed up with a huge array of data, a bibliography that groans in weight and if that doesn't convince you, he brings all the ideas together to create a model of visible teaching-visible learning and give us some idea of the implications of the study. This work is dense reading and best bitten off a chapter at a time. It leaves practitioners with a great deal of information but little help to make the changes necessary. The book is broken up into bit size headings, is well ordered and academic in nature. The use of a barometer of influence and accompanying key to illustrate each separate factor provides a helpful visual regarding effect size and details of the studies. This book is a must have but take it slowly - it is rich in data and takes time to digest.
At last, true emperical evidence of what works best. Hattie pulls no punches in his sumation of less effective teaching pedagogies. This book must be used in ALL teacher training and should be compulsory reading for all who would or currently teach our children.

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