Overview

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.

Full Product Details

Author:   John Hattie (University of Melbourne, Australia)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 17.40cm , Height: 2.80cm , Length: 24.60cm
Weight:   1.280kg
ISBN:  

9780415476171

ISBN 10:   0415476178
Pages:   392
Publication Date:   18 November 2008
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Reviews

It is perhaps education's equivalent to the search for the Holy Grail - or the answer to life, the universe and everything. --Times Educational Supplement, November 21, 2008 'Hattie's extensive research paints a compelling picture of evidence that is hard to ignore' -- Pitsa Binnion, Shine, April 2010

Author Information

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

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