“I spent many years collecting evidence as I wanted to change the discussion from ‘what works’ to ‘what works best.’ I am sure very teacher you have had can provide evidence that how they teach works -- but as you know they are not all as effective. What are the attributes of how the very best teachers teach -- and I am sure you can help here?” (John Hattie, personal communication, February 2, 2019).
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?