“My best estimate (from our work, from NBPTS [National Boards for Professional Teaching Standards] in the US) we have about 5-10% Lead, 10-15% HA – here in Oz [Australia] I have sufficient data to say 60-70% are proficient – in that their students make at least a year’s growth for a year’s input – pretty impressive – but we are going backwards on this percent which is why we are slipping in TIMSS [Trends in International Mathematics and Science Study], PISA [Program for International Student Assessment], etc.” (John Hattie, personal communication, March 13, 2018).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?