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Visible Learning for Teachers: Maximizing Impact on Learning Paperback – 13 Dec 2011


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Product details

  • Paperback: 280 pages
  • Publisher: Routledge (13 Dec. 2011)
  • Language: English
  • ISBN-10: 0415690153
  • ISBN-13: 978-0415690157
  • Product Dimensions: 17.4 x 1.7 x 24.6 cm
  • Average Customer Review: 4.6 out of 5 stars  See all reviews (26 customer reviews)
  • Amazon Bestsellers Rank: 2,489 in Books (See Top 100 in Books)
  • See Complete Table of Contents

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Review

"Visible Learning for Teachers is a profoundly important book for teachers, school leaders, parents, and policymakers. John Hattie provides the 'jury standard' for educational research. Rather than the typical 'he said, she said' controversy, Hattie has amassed the preponderance of the evidence representing the work of thousands of scholars and more than a quarter-billion children. The jury – teachers, leaders, and parents – need not be swayed by the persuasive power of an individual researcher or the flavor-of-the-month initiative. Rather, we can at last make teaching and leadership decisions based upon the best available evidence from multiple sources. As you read these pages, prepare to be challenged. Hattie forced me to reconsider previously strongly held convictions, but he requires that we elevate the preponderance of the evidence over personal belief. Best of all, Hattie shows us how to determine the impact we have right now with our own students. His methods move education from the 'rear-view mirror' – what happened in other places with other students – to the 'windshield' – what is happening right now with our students. As a result, this book is the most important contribution to educational research and practice in decades."
Douglas Reeves
Founder, The Leadership and Learning Center, USA

"This scope of this text is absolutely staggering. John Hattie deserves to be recognised (and probably will in time) as one of the pioneers of educational and school psychology."
Dr Dave Putwain
Programme Leader, Educational Psychology, Edge Hill University, UK

About the Author

John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and honorary Professor at the University of Auckland, New Zealand. He is the author of Visible Learning and co-author of Intelligence and Intelligence Testing, both published by Routledge.


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3 of 3 people found the following review helpful By G. Y. Ritchie on 23 Oct. 2014
Format: Kindle Edition Verified Purchase
Before I bought and read Visible Learning for Teachers, I read some reviews, mentally endorsing the positive and dismissing the negative as being written by anti-intellectual teachers looking for no more than ideas to put into practice on Monday morning. However, the negative reviewers really do have a point. The research which Hattie describes and distills, both his own and the many other studies of what works best in schools is undoubtedly very important. The idea of effect size and the key message, summed up in the three simple words "Know your impact", should be the basis for the change of mindset which Hattie advocates in both individual teachers and whole schools. The book also has very good pieces of advice, thoroughly practical and implementable, scattered throughout (put the "hook" at the end, not the beginning of the lesson; start off with a test before any teaching; don't give feedback intended for one student to the whole class - it will be heard by none). Yet despite this I encountered a sense of incoherence in the book. I felt that I was standing by Prof. Hattie's desk randomly picking up ideas written on index cards. The major section of book does follow a lesson sequence (preparing, starting, flow and end of lesson), but when reading I found it hard to identify any developing argument or be aware of what section I was reading. Also contributing to this experience of incoherence was the way that the same works can be discussed more than once in different parts of the book with no reference being made to the fact that the writer has previously introduced these ideas.

The main reason why I would not wholeheartedly recommend this book to colleagues is not, however, the incoherence.
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35 of 39 people found the following review helpful By Amazon Customer on 1 Aug. 2013
Format: Paperback Verified Purchase
Am I the only reviewer who has actually read the book? I cannot sincerely believe the comments from other reviewers.

Do not get this book if you think it will provide you with step by step practical solutions which you could implement in your classroom.

I am a teacher with 5 years of experience and it is my aim to help my pupils not meet but exceed their potential. I bought this rather expensive publication with the hope that it would offer me some insight in how to achieve this. IT DOES NOT.
Firstly, the author has forgotten who his audience is: busy, over worked teachers! The book contains lots and lots of theory, some of which is not fully explained (Piagetian models, the SOLO model etc, etc). Hidden amongst the pages and pages of theoretical discussion are some practical suggestions.

Secondly, Hattie lists the things which make significant impact on children's learning. It was my hope that each of these would be fully expounded upon with examples. For example, he states that recioprocial teaching, vocabulary programs, meta-cognative strategy programs, micro-teaching, repeated reading programs etc have been proven to improve achievement. I think I know what each of these are, but my interpretation may differ from Hattie's. Wikipedia's definition my differ. So why not explain them? Why not discuss and clarify each one and then explain to teachers how each one could be used in the classroom. The author does not.

Thirdly, the blurb on the back of the book suggests that the author offers "concise and user-friendly summaries of the most successful interventions" - IT DOES NOT. The text is dense and highly academic.
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3 of 3 people found the following review helpful By Maeve Carey on 10 Aug. 2013
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This is quite heavy going and I'll have to read it again. John Hattie comes across as passionate about supporting pupil learning and changing school culture to bring this about. There are key tenets that Hattie has found through his research that improve pupil learning and I personally will try to plan with these in mind e.g direct instruction, effective feedback, success criteria. Generally this is a book that would suit school leaders when planning to change school culture. I'd like to work in a school where this book was used.
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3 of 3 people found the following review helpful By Antony Cowburn on 7 Jan. 2013
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The book is extremely useful to me during my PGCE course and I would suggest it as a must buy to any teacher looking to extend their professional development
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10 of 12 people found the following review helpful By Shay on 4 Aug. 2012
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This is an excellent book. John Hattie presents well founded research in a Very accessible manner, issues that could be presented as quite complex are presented in a clear and relevant way for all to understand. Hattie doesn't simply tell the reader everything teachers are doing wrong which is very refreshing! Instead it celebrates successful learning and shares the most effective ways in promoting learning. It is a must read for anybody working in education.
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5 of 6 people found the following review helpful By Peter on 8 Nov. 2012
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A very impressive collection of things teachers should act on without delay. For school leaders this provides a great resource that could support a professional development/inservice progam for new and experienced teachers alike. This information simply can't be ignored.
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1 of 1 people found the following review helpful By AD on 5 May 2013
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Anyone who teaches will find this book fascinating. Lots of data pointing to evidence of the best way to help children learn.
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