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Review
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
--Times Educational Supplement, November 21, 2008
Review
"The definitive book on the effectiveness of teaching strategies -- a must-read for anyone who wants to improve teaching and learning."
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Most Helpful Customer Reviews
31 of 31 people found the following review helpful
Format:Paperback
Few books on education persuade us to see more truthfully and anew, or show us the way to do better for our students. This one does both.
Hattie has spent decades collecting data and conclusions from over 800 authoritative summaries of research, to compute average `effect sizes' which measure the impact of a host of influences on student/pupil attainment.
Class size, discovery learning, gender - almost every conceivable influence, strategy, or factor is here, including I'm afraid, your personal bandwagons and bêtes noires. Hattie then compares these factors by putting them on the same scale to find those that have the greatest impact on student achievement.
Having climbed to the top of this mountain of educational research he can see a very long way, and there are many surprises, each verified by repeated research. Did you know that students learn almost twice as well if they share a computer than if they have one each? Do you know why? Do you know that certain types of structured active learning with strong teacher control work miles better than discovery learning or problem-based learning?
He looks at factors and strategies associated with students, home, curricula, and schools, but finds that if we want to improve learning, we must concentrate on what teachers do - and how they conceptualise the teaching process.
What emerges from this book is far more than a monumental data-set showing what works best and why, vital though that is. He develops a model urging us to change our perceptions so that students see themselves as their own teachers - and teachers see learning through the eyes of their students. You won't find the detail in this massive overview, but Hattie does indicate where to go to get it.
This book is the most objective, wide ranging and authoritative summary of education research we are likely to see this decade. There is little comfort here for governments, or for the educational establishment, but there is illumination for both. To ignore this book is to remain wilfully blind to what really matters in education. (The reviewer, Geoff Petty is author of Teaching Today and Evidence Based Teaching: A Practical Approach)
Hattie has spent decades collecting data and conclusions from over 800 authoritative summaries of research, to compute average `effect sizes' which measure the impact of a host of influences on student/pupil attainment.
Class size, discovery learning, gender - almost every conceivable influence, strategy, or factor is here, including I'm afraid, your personal bandwagons and bêtes noires. Hattie then compares these factors by putting them on the same scale to find those that have the greatest impact on student achievement.
Having climbed to the top of this mountain of educational research he can see a very long way, and there are many surprises, each verified by repeated research. Did you know that students learn almost twice as well if they share a computer than if they have one each? Do you know why? Do you know that certain types of structured active learning with strong teacher control work miles better than discovery learning or problem-based learning?
He looks at factors and strategies associated with students, home, curricula, and schools, but finds that if we want to improve learning, we must concentrate on what teachers do - and how they conceptualise the teaching process.
What emerges from this book is far more than a monumental data-set showing what works best and why, vital though that is. He develops a model urging us to change our perceptions so that students see themselves as their own teachers - and teachers see learning through the eyes of their students. You won't find the detail in this massive overview, but Hattie does indicate where to go to get it.
This book is the most objective, wide ranging and authoritative summary of education research we are likely to see this decade. There is little comfort here for governments, or for the educational establishment, but there is illumination for both. To ignore this book is to remain wilfully blind to what really matters in education. (The reviewer, Geoff Petty is author of Teaching Today and Evidence Based Teaching: A Practical Approach)
8 of 9 people found the following review helpful
Format:Paperback
It's the evidence, stupid. Somewhere near the end of this magnificent and vital book there is a quote relating to the practice of medicine through the ages. To paraphrase it refers to the development of medicine throughout most of recorded history as a bloody progression of trial and error (generally in that order and with those effects), where the opinions of influential thinkers tended to hold sway for milennia, and possibly the least scientific enterprise possible - for most of the last few thousand years, if you want to get better ... avoid a doctor! Only with the advent of evidence based medicine and clinical trials did the avowed aim of making people better start to be met.
Only now is education starting to emerge from this pre-scientific dark age. Following the basic Athenian groundwork no-one seemed to think much about education for the next couple of thousand years until the start of the twentieth century. So the roll-call of education thinkers begins; from Vygotsky and Piaget to Gardner and beyond.
But somewhere in the last few decades people started doing real, scientific, evidence-based research on what works in teaching and learning. Individually these studies may sometimes be limited and hard to work through, but taken collectively as a meta-analysis - as John Hattie has done here - certain trends become clear. Oh, and note that the title refers to achievement - that's what matters, not what makes teachers or government ministers happy.
One of the clearest things to emerge from John's work (and also developed by the previous reviewer, the inestimable Geoff Petty Evidence-Based Teaching A Practical Approach Second Edition) is that almost anything you can do in front of a class beyond just breathing will have a positive effect on student education. Hence the ability of PD providers and publishers to provide endless anecdotal evidence, war stories and even data to prove that the latest scheme they're peddling really works! However, a teacher's time in the classroom is limited - so Hattie's work allows us to select the most effective strategies to spend our time with.
To summarise- this book is essential to anyone who wishes to have a positive effect on student achievement: parents and policy-makers, teachers and administrators. BUY THIS BOOK! (and read it ...)
Only now is education starting to emerge from this pre-scientific dark age. Following the basic Athenian groundwork no-one seemed to think much about education for the next couple of thousand years until the start of the twentieth century. So the roll-call of education thinkers begins; from Vygotsky and Piaget to Gardner and beyond.
But somewhere in the last few decades people started doing real, scientific, evidence-based research on what works in teaching and learning. Individually these studies may sometimes be limited and hard to work through, but taken collectively as a meta-analysis - as John Hattie has done here - certain trends become clear. Oh, and note that the title refers to achievement - that's what matters, not what makes teachers or government ministers happy.
One of the clearest things to emerge from John's work (and also developed by the previous reviewer, the inestimable Geoff Petty Evidence-Based Teaching A Practical Approach Second Edition) is that almost anything you can do in front of a class beyond just breathing will have a positive effect on student education. Hence the ability of PD providers and publishers to provide endless anecdotal evidence, war stories and even data to prove that the latest scheme they're peddling really works! However, a teacher's time in the classroom is limited - so Hattie's work allows us to select the most effective strategies to spend our time with.
To summarise- this book is essential to anyone who wishes to have a positive effect on student achievement: parents and policy-makers, teachers and administrators. BUY THIS BOOK! (and read it ...)
1 of 1 people found the following review helpful
Format:Paperback
This book was recommended to me and is excellent for looking at what is good education practice. As we know there are numerous strategies and interventions proposed to improve student learning. Hattie looks at the data from thousands of different studies and looks at what actually works. Some really surprising results and some very interesting food for thought. It has definitely made me reconsider some of my own practices within the classroom and as a senior manager within the school. It is now recommended reading for all our senior managers.
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Most Recent Customer Reviews
Fascinating and relevant
As a senior leader in a UK academy, I try to stay abreast of current educational thinking. However, so much of what I read is modish and over-hyped, and often the result of a knee... Read more
Published 10 days ago by Mr. Dj Coxon
It's all about the data
Hattie's work is a constant reference point at our school both in discussions amongst staff about refining and adapting pedagogy and when meeting with parents to explain why we do... Read more
Published 5 months ago by DerekNanjing
Evidenced based
It is really useful to sort out the facts from the myths in ascertaining what really helps pupils make progress. Read more
Published 14 months ago by Cebentley-davies
Excellent
A really good read, and very thought provoking. A must for every school leader. Chapter 3 is a must for every teacher!
Published 15 months ago by Beeb
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