Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
By John Hattie. 2008
3,271 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Geography, Planning and Development
View Paper: https://www.semanticscholar.org/paper/ca4492c5b8a7d4a94765a25188a87891f1ca224e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Neil Mercer
- Philip Hallinger
- Giovanni Sala
- R. Heck
- Fernand R. Gobet
- Christine Howe
- M. Fullan
- Wesley A. Hoover
In Geography, Planning and Development
- M. Fullan
- Wesley A. Hoover
- Winfried Humpert
- Sarah Mercer
- Tina Seidel
- Ronnel B. King
- L. Kim
- John A. C. Hattie
Citations in the corpus
- Changes in professional vision in the context of practice (2013, background): “teaching effectiveness research (Seidel et al. 2010a, b; Seidel and Shavelson 2007; Hattie 2009) specifically highlights the importance of (a) goal clarity and coherence; (b) teacher support through elicitation, guidance, and feedback; and (c) a positive and supportive learning climate.”
- Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but Not Academic Achievement (2017, background): “Meta-analytic evidence supports the role of teachers in these learning models, indicating that teacher characteristics are the strongest contributor to student achievement of five other environmental and personal contributors (Hattie, 2009).”