Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
Taylor & Francis, Nov 18, 2008 - Education - 382 pages
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.
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John Hattie's research on what leads to achievement is one of the most important contributions to education ever published.His studies are the most important contribution to achievement ever accomplished since the seminal 14-year study inspired by Carl Rogers and performed by the late David Aspy, FLora Roebuck, and in Germany by Reinhard Tausch In 42 US states and 7 countries which analyzed over 200,000 hours of classroom instruction to determine the traits of the most effective teachers.
Hattie's study of all the meta-analyses of all the research ever done to determine what leads to achievement and showing the Effect-Sizes of all interventions shows us that it is not the investment of more money for buildings, classrooms, smaller classes, more curriculum reform, better textbooks, or even better computer access for learners which lead to achievement. Rather it is the teacher behavior, what the students have already learned earlier, and the same human student-centered traits such as caring about students, empathy, genuineness, question-asking, interactivity, and organization of the teaching which lead to better achievement. Must reading for school administrators, teachers, parents, and researchers in education.
Dr. Harold C. Lyon, Jr
Prof of Medical Education
University of Munich
Former Director of Education for the Gifted & Talented
US Dept of Educationi