“My evidence shows that well over half the teachers and schools in the Western world are doing a great job – most of their students are attaining at least a year’s growth for a year’s input and this is stunning. Excellent is all around us! Have we the courage to dependably identify these teachers and schools, form a collation of success around them, and invite the others to join –Do you have the courage? I keep going because of the success I encountered. Note, it is not HOW teachers teach as much as it is the evaluative Mindframes of teachers (hence the recent Mindframes book (Hattie & Zierer, 2018)” (John Hattie, personal communication, August 19, 2018).
Articles in this section
- Why does the Visible Learning research use effect sizes?
- Why do you use an effect size of d=0.40 as a cut-off point and basically ignore effect sizes lower than 0.40?
- What is the preferred timescale over which an effect size can be calculated?
- Is there a bias when using effect sizes in favor of lower achieving students?
- What caution should I take when calculating an effect size?
- Why are effect sizes used when conducting meta-analysis?
- Why can an effect size of 0.40 be gained in a shorter timeframe?
- Can effect sizes be added (or averaged)?
- How accurate are the conclusions drawn from meta-analysis?
- How can the variability associated with each influence be evaluated?