Bestseller!
Visible Learning
A Synthesis of Over 800 Meta-Analyses Relating to Achievement
- John Hattie - The University of Melbourne, Australia
© 2014 | 382 pages | Corwin
"Visible Learning is the definitive book on sorting out the effectiveness of teaching strategies - a must read for those who want to improve teaching and learning."
-Michael Fullan
This unique and ground-beraking book is the result of 15 years' research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students. It builds a story about the power of teachers and of feedback, and constructs a model of learning and understanding.
Visible Learning presents research involving many millions of students and represents the largest ever collection of evidence-based research into what actually works in schools to improve learning. Areas covered include the influences 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 within the book is that what works best for students is similar to what works best for teachers. This includes 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 to the field, it is a fascinating benchmark for comparing many innovations in teaching and schools.
John Hattie is Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand.
-Michael Fullan
This unique and ground-beraking book is the result of 15 years' research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students. It builds a story about the power of teachers and of feedback, and constructs a model of learning and understanding.
Visible Learning presents research involving many millions of students and represents the largest ever collection of evidence-based research into what actually works in schools to improve learning. Areas covered include the influences 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 within the book is that what works best for students is similar to what works best for teachers. This includes 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 to the field, it is a fascinating benchmark for comparing many innovations in teaching and schools.
John Hattie is Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand.
List of Tables
List of Figures
Preface
Acknowledgments
1. The Challenge
2. The Nature of the Evidence: A Synthesis of Meta-Analyses
3. The Argument: Visible Teaching and Visible Learning
4. The Contributions From the Student
5. The Contributions From the Home
6. The Contributions From the School
7. The Contributions From the Teacher
8. The Contributions From the Curricula
9. The Contributions From Teaching Approaches: Part I
10. The Contributions From Teaching Approaches: Part II
11. Bringing It All Together
Appendix A: The Meta-Analyses by Topic
Appendix B: The Meta-Analyses by Rank Order
Bibliography
Index
HEOA Compliance
Available formats
| ISBN: 9780415476188 | Paperback | Suggested Retail Price: $59.95 | Bookstore Price: $47.96 |
Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email sageheoa@sagepub.com. Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html.