Visible Learning For Teachers

HATTIE, JOHN

Routledge

The Purposes of Education: A Conversation Between John Hattie and Steen Nepper Larsen

Science & Math

Larsen, Steen Nepper

Behavioral Sciences

What are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learningand educational philosophy, these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging and informative book offers fundamental propositions about the nature of education. It maps out in fascinating detail a coming together of Hattie's empirical data and world-famous Visible Learningparadigm with the rich heritage of educational philosophy. Additionally, it explores the inevitable questions of the purpose of education and the development of students in a learning society. Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students, and parents at all levels of the educational system - from kindergarten through school to university. Conversations include: What are the purposes of education? Does educational data speak for itself? What is the role of the teacher? Is learning a visible phenomenon? Is it important to teach and learn specific subjects? What is the role of neuroscience research? What is the relationship between educational research and educational politics? What is the role of the state in education?

The Purposes of Education

The Turning Point for the Teaching Profession: Growing Expertise and Evaluative Thinking

Health, Fitness & Dieting

Reid, Catherine

Rickards, Field

Diseases & Physical Ailments

The Lean Education Manifesto: A Synthesis of 900+ Systematic Reviews for Visible Learning in Developing Countries

The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+ attend but get little out of it - a situation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies - from the perspective of efficiency of impact - they controversially suggest that for low- and middle-income countries: <ul> <li>Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped</li> <li>Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all!</li> <li>Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased </li> <li>Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another</li> <li>Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms</li> <li>Maybe school-based management, public-private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.</li> </ul>This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education.

Education & Teaching

Hamilton, Arran

Schools & Teaching

The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+ attend but get little out of it – a situation further exacerbated by the dislocations from COVID-19. 
In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies – from the perspective of efficiency of impact – they controversially suggest that for low- and middle-income countries: 
Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped 
Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all! 
Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased 
Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another 
Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms 
Maybe school-based management, public–private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms. 
This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education.

Visible Learning

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.

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

Reference

Intelligence and Intelligence Testing

Have you ever wondered what IQ is and how it is measured? Why is there such a premium placed on high IQ? What do we mean by intelligence? What does your IQ score mean? There can be no denying the enduring appeal of IQ over the last century. It is probably one of the most misunderstood yet highly researched psychological constructs ever. Such has been the controversy surrounding this topic that it is difficult to distinguish fact from fiction. Intelligence and Intelligence Testing is a text that aims to address that. This book examines the controversial psychological construct that is IQ, discussing and reviewing the history and current status of the research on intelligence and providing an overview of its development, measurement and use. From Galton, Spearman and Binet to the relatively recent controversy caused by the research of Herrnstein and Murray, this important book makes a major claim about the importance today of ‘problem solving on demand’ as one of the key components of today’s notions of intelligence. Chapters include coverage of: <ul>
<li>Intelligence and schooling;</li> <li>Cultural differences in views of intelligence;</li> <li>The history of IQ testing and its emergence into public consciousness;</li> <li>IQ as predictor of educational and occupational outcomes;</li> <li>Psychometrics and measurement of intelligence;</li> <li>The future of intelligence research.</li> </ul> Written by Richard B. Fletcher and John Hattie, the author of the highly-regarded Visible Learning, this textbook will be invaluable for all undergraduate and Masters level students studying the theory of intelligence and the impact of testing on educational. Detailed and annotated further reading lists and a glossary of terms are also included.

FLETCHER, RICHARD

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Books by HATTIE, JOHN