A New Paradigm for Improving Teaching and Learning? (Hattie, Visible Learning, 2009)

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I am still trying to get a grip on John Hattie’s two books, Visible Learning (2009) and Visible Learning for Teachers (2012). The sheer volume of studies reviewed, students involved and the meta-effect methodology are just three reasons this is so hard to digest. To say I am late to this work is a given but it also allows me to see what others have said about the work. And it does take time for the research community to evaluate claims from studies large and small. Three years ago, Peter DeWitt writing in EdWeek said this:

Educational publisher Corwin Press announced that they are bringing the work of New Zealand born educational researcher John Hattie to North America. Hattie is the Director of the Melbourne (University of Melbourne, Australia) Education Research Institute and is best known for his Visible Learning approach to student achievement (Corwin & Visible Learning).

In their press release, Corwin Press said,

“Hattie’s work is based on his meta-analysis of more than 1,000 research reviews comprising more than 50,000 individual studies–the largest meta-analysis ever conducted in the field of education. Hattie identified the major factors and practices that influenced student achievement, from family background to teacher training to specific instructional practices. He then went a step further and calculated how much of an effect each factor had on students.”