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Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
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About the Author
John Hattie is Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand.
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Product details
Paperback: 392 pages
Publisher: Routledge; 1 edition (December 26, 2008)
Language: English
ISBN-10: 0415476186
ISBN-13: 978-0415476188
Product Dimensions:
6.8 x 0.9 x 9.7 inches
Shipping Weight: 1.5 pounds (View shipping rates and policies)
Average Customer Review:
4.3 out of 5 stars
64 customer reviews
Amazon Best Sellers Rank:
#21,170 in Books (See Top 100 in Books)
There is an enormous amount of published educational research available, and it seems to support just about everyone's point of view. Hattie has done a lot of work gathering and summarising data to produce this book, which attempts to compare a large number of different ideas on an even footing. Aggregating research about education and turning it into actionable knowledge is really challenging, and the kind of project Hattie has undertaken is something very important. However, a number of issues keep it from being particularly useful.There appears to have been no consideration of data quality or causality while putting the research together. Data quality is clearly an issue - the average effect size in all the interventions identified by Hattie is 0.4. It is highly implausible that trying anything at all will result in an expected improvement of 0.4 standard deviations when state & national average results barely change at all, and when they do they go down as often as they go up. Not attempting to deal with this leaves a reader to their own devices to guess what may or may not be relied on.Causality is also very important. Students' expectations of their own grades are highly predictive, and this is accorded one of the largest "effect sizes" in the work. However, this is of little importance to teachers, because it is not the case that students' expectations are a major cause of their success or lack thereof - it's mostly the case that students, being intelligent people with access to a lot of information about their ability, motivation and the challenges of the curriculum, are able to make accurate predictions of their success in it. While this may be nice to know, and there may be a small causal component to student expectations, making no distinction between causal effects and things that just happen to be associated with success again leaves the reader to guess as to which things might actually be good ideas to try.Finally, Hattie's written summaries are poor. There are few explanations of what went on in the studies that make up the data summarised and fewer connections from these studies to Hattie's grand theories of educations. Under the heading of "feedback", coming with one of the largest effect sizes identified, Hattie explains that he spend a long time misunderstanding feedback until he realised feedback from students to teachers was important. Why is he confused about the difference between teacher->student and student->teacher feedback? Why are they collected under the same heading? Most importantly, how does this help me work out how to incorporate more effective feedback into my classes... should I be spending most of my time on surveys?Overall, it is a good concept, but I didn't actually get much from reading it. I think the Education Endowment Foundation's Teaching and Learning Toolkit is a much better execution of the same idea.
Great content, but entire CHAPTER 8 is missing from the book. It jumps from p.126 to p. 159. Ironically, this was the chapter I was most interested in reading. Hope it's the only book like that and not the whole batch. Buyer beware!
This book is packed with statistical analysis of various practices in the education system. It was eye opening to see that some of the practices we are using have a negative or moderate impact on students -based on the research.The only reason I gave the book four stars is due to the fact my book came with two chapter 7s and no chapter 8. I’ve missed the return date so if you’re not planning to read it right away you might flip through to make sure you have all of the chapters.
The most meaningful collection of meta- analysis in education. Provides a clear indication of the most (and least) important factors in education. A must read book for all K-12 educators and administrators.
Very interesting way to evaluate school-wide and student-based data. Reader will need a grasp of basic statistical analysis. Hattie presents material very well and will challenge the reader to do deeper thought about data.
Let's take the guessing game out of what's working; challenge what we are doing; and recognize that some strategies just work for us because of our commitment to the process.
This is a super metaresearch book on almost any educational topic. It shows the metrics for almost any topic and what we currently know in research. As an Ed.D. student, this is a great primer for almost any topic in research. It offers a great jump-off point of showing seminal researchers.
A book whose time has come.This is a detailed contribution to the educators library, on the important theme- what affects educational outcomes for our students. Given the size and detail, it is best suited to the educated professional, but is also accessible enough for the educated reader - though having little opportunity to affect any change may prove frustrating.The book is broken down into sections looking at the different influences on outcomes such as the influence from home, school reforms, principal, and teacher and teaching practices etc. Within these sections all the influences are assessed using a statistical comparison called 'effect size'. This aims to be a common scale on which to measure effectiveness- a nice speedometer type graphic is used to indicate the rating for each item.Think sending a child to an 'elite' child will turn them into a rhodes scholar?Think keeping a child down a grade if they are not progressing is a good idea?Think the lauded 'direct instruction' technique is chalk, talk and worksheets?Read on and see what the current evidence indicates- and it is not always what we want to hear.Noteably most influences are positive- but the aim of the work is to find out what has a significant influence so that efforts can be made on practices that are more effective. In contrast to one of the other reviewers - there are some questions that are not answered in this book - namely which interventions work best with which types of students? It is great to know what 'on average' is more effective, but this is qualified by the fact that each intervention varies in effectiveness in different studies. This variance should be a source of further study so that we can know which strategy to use and when it is most appropriate to use it.The other issue that is not acknowledged by some reviewers here is that the measure of success in this type of study is purely academic - did they learn more content or skills than at the beginning and in contrast to a control group. What it also does not tell us about are the other outcomes that are important too - were the students more engaged in their learning, did they become better learners, did they learn other (real world) skills that are useful, and did they learn to get along and work together better? These are all important outcomes that young people arguably need to learn to survive in a fast changing, modern world.The other qualifier I would need to add is that some areas- such as the effective use of technology are largely dependent on the skill of teachers to design instructional practices that are complimentary and sophisticated enough to be effective. Currently teacher capacity in this area is still emerging and so the results here I would have to conclude are tentative, or at least open for review. The more recent works of Robert Marzano have shown far more promise in this area- particularly for interactive white boards.As with all strategies, procedures or practices - no two practitioners, classrooms or school communities are alike and the research evidence presented by the late Graham Nuthall in "The Hidden Lives of Learners' indicated that a good educator continually modifies and adapts 'what works' at the chalkface every day. This would then be a qualifying consideration when analyzing the book. Hattie himself lists others including; the cost of the intervention, and from memory I think the complexity of implementation is also discussed. So don't use the work as a recipe book for state intervention in schools!Overall an extremely informative book - sorts the wheat from the chaff, but must be read critically and in concert with other books from authors such as Marzano and Nuthall.
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