Has John Hattie really found the holy grail of research on teaching? An extended review ofVisible Learning

Beyond small, medium, or large: points of consideration when interpreting effect sizes

“…Hattie (2009) aimed to provide an overview of what works to promote achievement, based on effect sizes reported in meta-analyses. In his book, he acknowledges some of the aforementioned points of consideration (Snook, O'Neill, Clark, O'Neill, & Openshaw, 2009), but his lists of effect sizes ignore these points and are therefore misleading (for elaborate critiques of his way of using effect sizes see Bergeron & Rivard, 2017;Terhart, 2011). When it comes to practical significance, two of the key factors that policymakers need to know in addition to effect size are scalability and costs (Harris, 2009).…”

Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together

“…Apparently, such a barometer can quantifiably and very confidently measure improvements in student learning outcomes to two decimal points, and thus should also clearly indicate what works best in professional learning. This, despite growing critique of such approaches on a variety of grounds (Snook et al 2009(Snook et al , 2010Terhart 2011;Doecke, Parr, and Sawyer 2014).…”

Blinde pletter i den synlige læring - Kritiske kommentarer til «Hattierevolutionen»

“…I forlaengelse af kritiske perspektiver fra internationalt hold (f.eks. Snook, O'Neill Clark, O'Neill, & Harker, 2009;Terhart, 2012) vil vi analysere Hatties konkrete metodiske valg og hans egen tolkning af sine resultater . Ydermere problematiserer vi nogle af de konkrete metaanalyser som Hatties synteser hviler på.. Der er en tendens til, at den store datamaengde og anvendelsen af kvantitative metoder mødes med forventning om at få 'ret besked' af både forskere og laegmand (se eksempelvis Qvortrup, 2015, Fibaek Laursen, 2015, Nordahl, 2015.…”