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Visible Learning : A Synthesis of over 800 Meta-analyses Relating to Achievement (Paperback) (John A. C.

Visible Learning : A Synthesis of over 800 Meta-analyses Relating to Achievement (Paperback) (John A. C. - image 1 of 1

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"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 teacers and students know and understand.

Although the current evidence-based fad has turned into a debate about test scores, this book is about using eveidnce 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.
Drawing on some 15 years of research and based on 50,000-plus studies and many millions of students, Hattie's (education, U. of Auckland, New Zealand) evidence-based text synthesizes some 800 meta-analyses about how elements of the classroom setting influence achievement in school-aged students. The text considers several key areas including the student, home, curricula, teacher, and teaching strategies; it does not examine areas that cannot be influenced by schools, such as class, poverty, resources in families, health in families, and nutrition. Hattie's major goal is not to criticize beliefs and conceptions held by teachers, but rather to examine a broad range of classroom teaching strategies to develop a barometer of what works best, which can be used to establish guidelines for achieving successful student outcomes. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
Number of Pages: 378
Genre: Education
Sub-Genre: Classroom Management, Educational Psychology, Educational Policy + Reform / General
Format: Paperback
Publisher: Taylor & Francis
Author: John A. C. Hattie
Language: English
Street Date: December 24, 2008
TCIN: 11824021
UPC: 9780415476188
Item Number (DPCI): 248-25-4079
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$55.75
MSRPwas $61.95
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