Visible learning and the science of how we learn

357 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Moreover, components of CFL can work together to produce classroom climates that welcome effort and errors, promote perseverance, and focus on mastery as opposed to exclusively short-term performance (Hattie & Yates, 2014).”
Explicit Instruction: Historical and Contemporary Contexts (2017, background): “Regardless of purpose, format, or arrangement, practice is more effective when followed by affirmative and corrective feedback—sometimes, up to three times more effective (Hattie & Yates, 2014).”
The Role of Teachers in Task-Based Language Education (2016, background): “For this to occur, the (interactional) support of another person will often be helpful, decisive, and even crucial (Hattie & Yates, 2014).”
The applicability of Visible Learning to higher education. (2015, methodology): “…article uses a synthesis of meta-analyses relating to university students from the Visible Learning (VL) research based on more than 65,000 studies including [1/4] million students aged 4 to 20–25 (Hattie, 2009, 2012; Hattie & Anderman, 2013; Hattie & Yates, 2014; Hattie, Masters, & Birch, 2015).”
Students’ perspective on the benefits of EFL literature education (2019, background): “Destructive frictions may also occur when students perceive the teaching and learning as irrelevant and do not feel this gap is bridgeable (Hattie & Yates 2014).”