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

Front Cover
Taylor & Francis, Nov 18, 2008 - Education - 382 pages
18 Reviews

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

User Review  - Janis Taylor - Goodreads

The statistics and research in this book are fascinating. The major shortfall in this book is the lack of elaboration on the #1 rated correlation with achievement...."self-reported grades." I did some ... Read full review

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

User Review  - Monta - Goodreads

The "4" rating might be a little misleading. This book is definitely a slog! But the research in it is fantastic and I got lots of good ideas. I love the idea of "effect sizes" for choosing classroom strategies. Read full review

About the author (2008)

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

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