{"id":67617,"date":"2023-03-27T02:42:48","date_gmt":"2023-03-27T06:42:48","guid":{"rendered":"https:\/\/world.edu\/?p=67617"},"modified":"2023-03-27T02:42:48","modified_gmt":"2023-03-27T06:42:48","slug":"education-expert-john-hatties-new-book-draws-on-more-than-130000-studies-to-find-out-what-helps-students-learn","status":"publish","type":"post","link":"https:\/\/world.edu\/education-expert-john-hatties-new-book-draws-on-more-than-130000-studies-to-find-out-what-helps-students-learn\/","title":{"rendered":"Education expert John Hattie\u2019s new book draws on more than 130,000 studies to find out what helps students learn"},"content":{"rendered":"

\"\"<\/p>\n

In 2008, I published my book\u00a0Visible Learning<\/a>, which aimed to explain what works best to help student learning. At the time, others claimed it was the world\u2019s largest evidence-based study into the factors that improve learning.<\/p>\n

The book was based on 800 meta-analyses (a statistical analysis that combines the results of multiple studies) of 50,000 smaller studies. It\u00a0found<\/a>\u00a0that, among six groups of factors influencing successful learning in schools – the student, home, school, teacher, curricula and teaching \u2013 teachers seemed to have the strongest in-school effect.<\/p>\n

Since 2008, our partners have implemented the \u201cvisible learning\u201d approach in more than 10,000 schools, with the aim of making student learning as visible as possible.<\/p>\n

This means enabling students to see how their efforts and learning strategies are contributing to their learning, and teachers to see the impact of their teaching through the eyes of their students. It turns the focus from teaching to learning, and from talking about teaching methods to the impact of these methods.<\/p>\n

This is crucial to making classrooms and schools safe, fair and inviting places to fail, learn, collaborate, grow and flourish.<\/p>\n

My new study<\/strong><\/h4>\n

It\u2019s been 15 years since the book was published, and much has changed. There have been more than 1,300 new meta-analyses, COVID has disrupted schools, and we have learned a lot from the more than 100,000 teachers who have been using visible learning.<\/p>\n

Visible Learning: The Sequel is\u00a0published this month<\/a>. It is informed by more than 2,100 meta-analyses about achievement drawn from more than 130,000 studies and conducted with the participation of more than 400 million students aged three to 25, mainly from developed countries.<\/p>\n

It confirms the finding that high-impact is still the most important factor when it comes to student learning. This describes teachers who focus on the impacts of their teaching and who work together with other educators to critique their ideas about impact \u2013 about what was taught well, who was taught well, and the size of the improvement.<\/p>\n

But many other findings also came out of the analysis.<\/p>\n

New findings<\/strong><\/h4>\n

My analysis shows a student\u2019s achievement levels are affected negatively by many new factors. These include boredom,\u00a0teacher-student dependency<\/a>\u00a0(where a student is over-reliant on their teacher) and corporal punishment.<\/p>\n

I also identified a range of factors that improve students\u2019 performance, including:<\/p>\n