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- Vol 2 RE: App D
- Vol 4 RE: Chapters 13, 14, 21, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 3, App A
- Vol 5 TE: App C
- Vol 6 RE: Chapters 4, 9, App B, App D
- Vol 7 PE: App D
visible learningeffect sizesfeedbackteacher clarityformative evaluationstudent self-monitoringinstructional impactBook Evidence summaryAt a glance
Hattie synthesises more than 800 meta-analyses concerning influences on school-aged students’ achievement, organising findings around the student, home, school, teacher, curricula, and teaching approaches.
Key ideas
Rather than presenting a simple league table of techniques, the book develops a model of “visible” teaching and learning: teachers clarify challenging intentions and success criteria, seek evidence of their impact, interpret learning through students’ eyes, and adapt instruction accordingly. Feedback, teacher clarity, formative evaluation, relationships, and students’ active monitoring of learning receive particular attention. Hattie uses effect sizes to compare bodies of research and proposes a benchmark for discussing whether an influence has greater than typical impact. The synthesis is broad and influential, but its aggregate estimates should not be treated as context-free causal prescriptions; included meta-analyses vary in design, quality, population, outcome, and definition.
Why it matters
The practical message is disciplined evaluative thinking: educators should make learning visible, examine evidence of actual effects, and refine teaching in response.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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