Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”

Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book “Visible learning for teachers“.

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses – up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.

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Source: www.visiblelearningplus.com/content/250-influences-student-achievement (Retrieved 28 March 2018 / PDF)

Rank	Influence	Effect size d (Dec 2017)	Effect size d (Aug 2017)	Subdomain	Domain
1	Collective teacher efficacy	1.57	1.57	Leadership	SCHOOL
2	Self-reported grades	1.33	1.33	Prior knowledge and background	STUDENT
3	Teacher estimates of achievement	1.29	1.62	Teacher attributes	TEACHER
4	Cognitive task analysis	1.29	1.29	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
5	Response to intervention	1.29	1.29	Strategies emphasizing feedback	TEACHING: Focus on teaching/instructional strategies
6	Piagetian programs	1.28	1.28	Prior knowledge and background	STUDENT
7	Jigsaw method	1.2	1.2	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
8	Conceptual change programs	0.99	0.99	Other curricula programs	CURRICULA
9	Prior ability	0.94	0.94	Prior knowledge and background	STUDENT
10	Strategy to integrate with prior knowledge	0.93	0.93	Learning strategies	TEACHING: Focus on student learning strategies
11	Self-efficacy	0.92	0.92	Beliefs, attitudes and dispositions	STUDENT
12	Teacher credibility	0.9	0.9	Teacher attributes	TEACHER
13	Micro-teaching/video review of lessons	0.88	0.88	Teacher education	TEACHER
14	Transfer strategies	0.86	0.86	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
15	Classroom discussion	0.82	0.82	Strategies emphasizing feedback	TEACHING: Focus on teaching/instructional strategies
16	Scaffolding	0.82	0.82	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
17	Deliberate practice	0.79	0.82	Learning strategies	TEACHING: Focus on student learning strategies
18	Summarization	0.79	0.79	Learning strategies	TEACHING: Focus on student learning strategies
19	Effort	0.77	0.79	Learning strategies	TEACHING: Focus on student learning strategies
20	Interventions for students with learning needs	0.77	0.77	Implementations that emphasize school-wide teaching strategies	TEACHING: Focus on implementation method
21	Mnemonics	0.76	0.77	Learning strategies	TEACHING: Focus on student learning strategies
22	Planning and prediction	0.76	0.76	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
23	Repeated reading programs	0.75	0.76	Reading, writing and the arts	CURRICULA
24	Teacher clarity	0.75	0.75	Teacher attributes	TEACHER
25	Elaboration and organization	0.75	0.75	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
26	Evaluation and reflection	0.75	0.75	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
27	Reciprocal teaching	0.74	0.75	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
28	Rehearsal and memorization	0.73	0.74	Learning strategies	TEACHING: Focus on student learning strategies
29	Comprehensive instructional programs for teachers	0.72	0.73	Reading, writing and the arts	CURRICULA
30	Help seeking	0.72	0.83 & 0.60	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
31	Phonics instruction	0.7	0.7	Reading, writing and the arts	CURRICULA
32	Feedback	0.7	0.7	Strategies emphasizing feedback	TEACHING: Focus on teaching/instructional strategies
33	Deep motivation and approach	0.69	0.69	Motivational approach, orientation	STUDENT
34	Field independence	0.68	0.68	Prior knowledge and background	STUDENT
35	Acceleration programs	0.68	0.68	School curricula for gifted students	CLASSROOM
36	Learning goals vs. no goals	0.68	0.68	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
37	Problem-solving teaching	0.68	0.68	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
38	Outlining and transforming	0.66	0.66	Learning strategies	TEACHING: Focus on student learning strategies
39	Concept mapping	0.64	0.64	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
40	Vocabulary programs	0.62	0.62	Reading, writing and the arts	CURRICULA
41	Creativity programs	0.62	0.62	Other curricula programs	CURRICULA
42	Behavioral intervention programs	0.62	0.62	Classroom influences	CLASSROOM
43	Setting standards for self-judgement	0.62	0.62	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
44	Teachers not labeling students	0.61	0.61	Teacher-student interactions	TEACHER
45	Relations of high school to university achievement	0.6	0.6	Prior knowledge and background	STUDENT
46	Meta-cognitive strategies	0.6	0.6	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
47	Spaced vs. mass practice	0.6	0.6	Learning strategies	TEACHING: Focus on student learning strategies
48	Direct instruction	0.6	0.6	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
49	Mathematics programs	0.59	0.59	Math and sciences	CURRICULA
50	Appropriately challenging goals	0.59	0.59	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
51	Spelling programs	0.58	0.58	Reading, writing and the arts	CURRICULA
52	Tactile stimulation programs	0.58	0.58	Other curricula programs	CURRICULA
53	Strategy monitoring	0.58	0.58	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
54	Service learning	0.58	0.58	Implementations using out-of-school learning	TEACHING: Focus on implementation method
55	Working memory strength	0.57	0.57	Prior knowledge and background	STUDENT
56	Full compared to pre-term/low birth weight	0.57	0.57	Physical influences	STUDENT
57	Mastery learning	0.57	0.57	Strategies emphasizing success criteria	TEACHING: Focus on teaching/instructional strategies
58	Explicit teaching strategies	0.57	0.57	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
59	Technology with learning needs students	0.57	0.57	Implementations using technologies	TEACHING: Focus on implementation method
60	Concentration/persistence/ engagement	0.56	0.56	Beliefs, attitudes and dispositions	STUDENT
61	Prior achievement	0.55	0.55	Prior knowledge and background	STUDENT
62	Visual-perception programs	0.55	0.55	Reading, writing and the arts	CURRICULA
63	Self-verbalization and self-questioning	0.55	0.55	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
64	Cooperative vs. individualistic learning	0.55	0.55	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
65	Technology in other subjects	0.55	0.55	Implementations using technologies	TEACHING: Focus on implementation method
66	Practice testing	0.54	0.54	Learning strategies	TEACHING: Focus on student learning strategies
67	Interactive video methods	0.54	0.54	Implementations using technologies	TEACHING: Focus on implementation method
68	Second/third chance programs	0.53	0.53	Reading, writing and the arts	CURRICULA
69	Enrichment programs	0.53	0.53	School curricula for gifted students	CLASSROOM
70	Positive peer influences	0.53	0.53	Classroom influences	CLASSROOM
71	Peer tutoring	0.53	0.53	Strategies emphasizing student perspectives in learning	TEACHING: Focus on student learning strategies
72	Cooperative vs. competitive learning	0.53	0.53	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
73	Positive family/home dynamics	0.52	0.52	Home environment	HOME
74	Socio-economic status	0.52	0.52	Family resources	HOME
75	Teacher-student relationships	0.52	0.52	Teacher-student interactions	TEACHER
76	Self-regulation strategies	0.52	0.52	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
77	Record keeping	0.52	0.52	Learning strategies	TEACHING: Focus on student learning strategies
78	Play programs	0.5		Other curricula programs	CURRICULA
79	Parental involvement	0.5	0.5	Home environment	HOME
80	Student rating of quality of teaching	0.5	0.5	Teacher-student interactions	TEACHER
81	Note taking	0.5	0.5	Learning strategies	TEACHING: Focus on student learning strategies
82	Underlining and highlighting	0.5	0.5	Learning strategies	TEACHING: Focus on student learning strategies
83	Time on task	0.49	0.49	Learning strategies	TEACHING: Focus on student learning strategies
84	Science programs	0.48	0.48	Math and sciences	CURRICULA
85	Generalized school effects	0.48	0.48	Other school factors	SCHOOL
86	Clear goal intentions	0.48	0.48	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
87	Providing formative evaluation	0.48	0.48	Strategies emphasizing feedback	TEACHING: Focus on teaching/instructional strategies
88	Questioning	0.48	0.48	Strategies emphasizing feedback	TEACHING: Focus on teaching/instructional strategies
89	Intelligent tutoring systems	0.48	0.48	Implementations using technologies	TEACHING: Focus on implementation method
90	Comprehension programs	0.47	0.47	Reading, writing and the arts	CURRICULA
91	Integrated curricula programs	0.47	0.47	Other curricula programs	CURRICULA
92	Small group learning	0.47	0.47	Classroom composition effects	CLASSROOM
93	Information communications technology (ICT)	0.47	0.47	Implementations using technologies	TEACHING: Focus on implementation method
94	Perceived task value	0.46	0.46	Beliefs, attitudes and dispositions	STUDENT
95	Study skills	0.46	0.46	Learning strategies	TEACHING: Focus on student learning strategies
96	Relative age within a class	0.45	0.45	Physical influences	STUDENT
97	Writing programs	0.45	0.45	Reading, writing and the arts	CURRICULA
98	Imagery	0.45	0.45	Learning strategies	TEACHING: Focus on student learning strategies
99	Achieving motivation and approach	0.44	0.44	Motivational approach, orientation	STUDENT
100	Early years’ interventions	0.44	0.44+0.29+0.27	Home environment	HOME
101	Strong classroom cohesion	0.44	0.44	Classroom influences	CLASSROOM
102	Inductive teaching	0.44	0.44	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
103	Technology with elementary students	0.44	0.44	Implementations using technologies	TEACHING: Focus on implementation method
104	Exposure to reading	0.43	0.43	Reading, writing and the arts	CURRICULA
105	Outdoor/adventure programs	0.43	0.43	Other curricula programs	CURRICULA
106	School size (600-900 students at secondary)	0.43	0.43	School compositional effects	SCHOOL
107	Teacher expectations	0.43	0.43	Teacher attributes	TEACHER
108	Philosophy in schools	0.43	0.43	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
109	Teaching communication skills and strategies	0.43	0.43	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
110	Motivation	0.42	0.42	Motivational approach, orientation	STUDENT
111	Reducing anxiety	0.42	0.42	Motivational approach, orientation	STUDENT
112	Elaborative interrogation	0.42	0.42	Strategies emphasizing student meta-cognitive/ self-regulated learning	TEACHING: Focus on student learning strategies
113	Behavioral organizers	0.42	0.42	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
114	Technology in writing	0.42	0.42	Implementations using technologies	TEACHING: Focus on implementation method
115	Technology with college students	0.42	0.42	Implementations using technologies	TEACHING: Focus on implementation method
116	Positive self-concept	0.41	0.41	Beliefs, attitudes and dispositions	STUDENT
117	Professional development programs	0.41	0.41	Teacher education	TEACHER
118	Relating creativity to achievement	0.4	0.4	Prior knowledge and background	STUDENT
119	Goal commitment	0.4	0.4	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
120	Cooperative learning	0.4	0.4	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
121	Inquiry-based teaching	0.4	0.4	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
122	After-school programs	0.4	0.4	Implementations using out-of-school learning	TEACHING: Focus on implementation method
123	Social skills programs	0.39	0.39	Other curricula programs	CURRICULA
124	Relations of high school achievement to career performance	0.38	0.38	Prior knowledge and background	STUDENT
125	Drama/arts programs	0.38	0.38	Reading, writing and the arts	CURRICULA
126	Career interventions	0.38	0.38	Other curricula programs	CURRICULA
127	Music programs	0.37	0.37	Reading, writing and the arts	CURRICULA
128	Worked examples	0.37	0.37	Strategies emphasizing success criteria	TEACHING: Focus on teaching/instructional strategies
129	Mobile phones	0.37	0.37	Implementations using technologies	TEACHING: Focus on implementation method
130	Bilingual programs	0.36	0.36	Other curricula programs	CURRICULA
131	Student-centered teaching	0.36	0.36	Student-focused interventions	TEACHING: Focus on student learning strategies
132	Attitude to content domains	0.35	0.35	Beliefs, attitudes and dispositions	STUDENT
133	Counseling effects	0.35	0.35	Other school factors	SCHOOL
134	Classroom management	0.35	0.35	Classroom influences	CLASSROOM
135	Gaming/simulations	0.35	0.35	Implementations using technologies	TEACHING: Focus on implementation method
136	Chess instruction	0.34	0.34	Other curricula programs	CURRICULA
137	Motivation/character programs	0.34	0.34	Other curricula programs	CURRICULA
138	Decreasing disruptive behavior	0.34	0.34	Classroom influences	CLASSROOM
139	Collaborative learning	0.34	0.34	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
140	Teaching creative thinking	0.34	0.34	Implementations that emphasize school-wide teaching strategies	TEACHING: Focus on implementation method
141	Stereotype threat	0.33	0.33	Beliefs, attitudes and dispositions	STUDENT
142	Technology in mathematics	0.33	0.33	Implementations using technologies	TEACHING: Focus on implementation method
143	ADHD – treatment with drugs	0.32	0.32	Physical influences	STUDENT
144	Principals/school leaders	0.32	0.32	Leadership	SCHOOL
145	School climate	0.32	0.32	Leadership	SCHOOL
146	Average teacher effects	0.32	0.32	Teacher attributes	TEACHER
147	Adjunct aids	0.32	0.32	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
148	External accountability systems	0.31	0.31	School resourcing	SCHOOL
149	Matching style of learning	0.31	0.31	Student-focused interventions	TEACHING: Focus on student learning strategies
150	Manipulative materials on math	0.3	0.3	Math and sciences	CURRICULA
151	Ability grouping for gifted students	0.3	0.3	School curricula for gifted students	CLASSROOM
152	Teaching test taking and coaching	0.3	0.3	Learning strategies	TEACHING: Focus on student learning strategies
153	Technology with high school students	0.3	0.3	Implementations using technologies	TEACHING: Focus on implementation method
154	Mindfulness	0.29	0.29	Beliefs, attitudes and dispositions	STUDENT
155	Home visiting	0.29	0.29	Home environment	HOME
156	Cognitive behavioral programs	0.29	0.29	Classroom influences	CLASSROOM
157	Online and digital tools	0.29	0.29	Implementations using technologies	TEACHING: Focus on implementation method
158	Technology in reading/literacy	0.29	0.29	Implementations using technologies	TEACHING: Focus on implementation method
159	Homework	0.29	0.29	Implementations using out-of-school learning	TEACHING: Focus on implementation method
160	Desegregation	0.28	0.28	School compositional effects	SCHOOL
161	Pre-school programs	0.28	0.26	Other school factors	SCHOOL
162	Whole-school improvement programs	0.28	0.28	Implementations that emphasize school-wide teaching strategies	TEACHING: Focus on implementation method
163	Use of calculators	0.27	0.27	Math and sciences	CURRICULA
164	Mainstreaming/inclusion	0.27	0.27	Classroom composition effects	CLASSROOM
165	Student personality attributes	0.26	0.26	Beliefs, attitudes and dispositions	STUDENT
166	Exercise/relaxation	0.26	0.26	Physical influences	STUDENT
167	Lack of illness	0.26	0.26	Physical influences	STUDENT
168	Out-of-school curricula experiences	0.26	0.26	School compositional effects	SCHOOL
169	Volunteer tutors	0.26	0.26	Strategies emphasizing student perspectives in learning	TEACHING: Focus on student learning strategies
170	Problem-based learning	0.26	0.26	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
171	Use of PowerPoint	0.26	0.26	Implementations using technologies	TEACHING: Focus on implementation method
172	Grit/incremental vs. entity thinking	0.25	0.25	Beliefs, attitudes and dispositions	STUDENT
173	Adopted vs non-adopted care	0.25	0.25	Family structure	HOME
174	Religious schools	0.24	0.24	Types of school	SCHOOL
175	Competitive vs. individualistic learning	0.24	0.24	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
176	Intact (two-parent) families	0.23	0.23	Family structure	HOME
177	Summer school	0.23	0.23	Types of school	SCHOOL
178	Teacher personality attributes	0.23	0.23	Teacher attributes	TEACHER
179	Individualized instruction	0.23	0.23	Student-focused interventions	TEACHING: Focus on student learning strategies
180	Programmed instruction	0.23	0.23	Implementations using technologies	TEACHING: Focus on implementation method
181	Technology in science	0.23	0.23	Implementations using technologies	TEACHING: Focus on implementation method
182	Teacher verbal ability	0.22	0.22	Teacher attributes	TEACHER
183	Clickers	0.22	0.22	Implementations using technologies	TEACHING: Focus on implementation method
184	Visual/audio-visual methods	0.22	0.22	Implementations using technologies	TEACHING: Focus on implementation method
185	Finances	0.21	0.21	School resourcing	SCHOOL
186	Reducing class size	0.21	0.21	Classroom composition effects	CLASSROOM
187	Interleaved practice	0.21	0.21	Learning strategies	TEACHING: Focus on student learning strategies
188	Discovery-based teaching	0.21	0.21	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
189	Technology in small groups	0.21	0.21	Implementations using technologies	TEACHING: Focus on implementation method
190	Student support programs – college	0.21	0.21	Implementations that emphasize school-wide teaching strategies	TEACHING: Focus on implementation method
191	Extra-curricula programs	0.2	0.2	Other curricula programs	CURRICULA
192	Engaged vs disengaged fathers	0.2	0.2	Family structure	HOME
193	Aptitude/treatment interactions	0.19	0.19	Student-focused interventions	TEACHING: Focus on student learning strategies
194	Learning hierarchies-based approach	0.19	0.19	Strategies emphasizing learning intentions	TEACHING: Focus on teaching/instructional strategies
195	Co- or team teaching	0.19	0.19	Implementations that emphasize school-wide teaching strategies	TEACHING: Focus on implementation method
196	Within class grouping	0.18	0.18	Classroom composition effects	CLASSROOM
197	Web-based learning	0.18	0.18	Implementations using technologies	TEACHING: Focus on implementation method
198	Lack of stress	0.17	0.17	Motivational approach, orientation	STUDENT
199	Other family structure	0.16	0.16	Family structure	HOME
200	One-on-one laptops	0.16	0.16	Implementations using technologies	TEACHING: Focus on implementation method
201	Home-school programs	0.16	0.16	Implementations using out-of-school learning	TEACHING: Focus on implementation method
202	Sentence combining programs	0.15	0.15	Reading, writing and the arts	CURRICULA
203	Parental autonomy support	0.15	0.15	Home environment	HOME
204	Distance education	0.13	0.13	Implementations using out-of-school learning	TEACHING: Focus on implementation method
205	Morning vs. evening	0.12	0.12	Beliefs, attitudes and dispositions	STUDENT
206	Positive ethnic self-identity	0.12	0.12	Beliefs, attitudes and dispositions	STUDENT
207	Juvenile delinquent programs	0.12	0.12	Other curricula programs	CURRICULA
208	School choice programs	0.12	0.12	School compositional effects	SCHOOL
209	Tracking/streaming	0.12	0.12	Classroom composition effects	CLASSROOM
210	Mentoring	0.12	0.12	Classroom influences	CLASSROOM
211	Initial teacher training programs	0.12	0.12	Teacher education	TEACHER
212	Different types of testing	0.12	0.12	Strategies emphasizing feedback	TEACHING: Focus on teaching/instructional strategies
213	Teacher subject matter knowledge	0.11	0.11	Teacher education	TEACHER
214	Diverse student body	0.1	0.1	School compositional effects	SCHOOL
215	Background music	0.1	0.1	Classroom influences	CLASSROOM
216	Diversity courses	0.09	0.09	Other curricula programs	CURRICULA
217	Charter schools	0.09	0.09	Types of school	SCHOOL
218	Modifying school calendars/timetables	0.09	0.09	Other school factors	SCHOOL
219	Detracking	0.09	0.09	Classroom composition effects	CLASSROOM
220	Gender on achievement	0.08	0.08	Physical influences	STUDENT
221	Perceptual-motor programs	0.08	0.08	Other curricula programs	CURRICULA
222	Single-sex schools	0.08	0.08	Types of school	SCHOOL
223	Middle schools’ interventions	0.08	0.08	School compositional effects	SCHOOL
224	Mastery goals	0.06	0.06	Motivational approach, orientation	STUDENT
225	Whole language approach	0.06	0.06	Reading, writing and the arts	CURRICULA
226	College halls of residence	0.05	0.05	School compositional effects	SCHOOL
227	Teacher performance pay	0.05	0.05	Teacher attributes	TEACHER
228	Breastfeeding	0.04	0.04	Physical influences	STUDENT
229	Multi-grade/age classes	0.04	0.04	Classroom composition effects	CLASSROOM
230	Humor	0.04	0.04	Teaching/instructional strategies	TEACHING: Focus on teaching/instructional strategies
231	Parental employment	0.03	0.03	Family resources	HOME
232	Student control over learning	0.02	0.02	Student-focused interventions	TEACHING: Focus on student learning strategies
233	Non-immigrant background	0.01	0.01	Family resources	HOME
234	Open vs. traditional classrooms	0.01	0.01	Classroom composition effects	CLASSROOM
235	Technology in distance education	0.01	0.01	Implementations using technologies	TEACHING: Focus on implementation method
236	Performance goals	-0.01	-0.01	Motivational approach, orientation	STUDENT
237	Summer vacation effect	-0.02	-0.02	Types of school	SCHOOL
238	Lack of sleep	-0.05	-0.05	Physical influences	STUDENT
239	Surface motivation and approach	-0.11	-0.11	Motivational approach, orientation	STUDENT
240	Family on welfare/state aid	-0.12	-0.12	Family resources	HOME
241	Parental military deployment	-0.16	-0.16	Home environment	HOME
242	Television	-0.18	-0.18	Home environment	HOME
243	Students feeling disliked	-0.19	-0.19	Classroom influences	CLASSROOM
244	Suspension/expelling students	-0.2	-0.2	Other school factors	SCHOOL
245	Non-standard dialect use	-0.29	-0.29	Prior knowledge and background	STUDENT
246	Retention (holding students back)	-0.32	-0.32	Classroom composition effects	CLASSROOM
247	Corporal punishment in the home	-0.33	-0.33	Home environment	HOME
248	Moving between schools	-0.34	-0.34	Home environment	HOME
249	Depression	-0.36	-0.36	Motivational approach, orientation	STUDENT
250	Boredom	-0.49	-0.49	Motivational approach, orientation	STUDENT
251	Deafness	-0.61	-0.61	Physical influences	STUDENT
252	ADHD	-0.9	-0.9	Physical influences	STUDENT

Source: www.visiblelearningplus.com/content/250-influences-student-achievement (Retrieved 28 March 2018 / PDF)

Backup: Our first visualization of the Hattie ranking (2009)
- visible-learning.org/2016/04/hattie-ranking-backup-of-138-effects/
Backup: Hattie Ranking: 195 Influences And Effect Sizes visualized (2015)
- visible-learning.org/hattie-ranking-backup-195-effects/
Backup: Interactive comparison of Hattie rankings (2009, 2011, 2015)
- visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Backup: Hattie's list of 256 influences and effect sizes (2017)
- https://visible-learning.org/backup-hattie-ranking-256-effects-2017/

60 comments on “Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement”

Tom Barrett says:

March 17, 2014 at 12:22 AM

Hi there – thanks for sharing the graphic – not sure if someone has already pointed out to you the error. You have “Classroom Behavioural” with an effect size of 0.8

I was looking for Classroom Discussion and assume you must have got those mixed up. Classroom Behavioural has an effect size of only 0.62.

Hope this helps with a revision of the graphic – cheers
- Sebastian Waack says:
  
  March 23, 2014 at 3:36 PM
  
  Hi Tom,
  Thanks for pointing that out! I double checked the issue with Hattie’s two books about “Visible Learning”.
  The list I visualized for this website is related to Hattie (2009) Visible Learning.
  Hattie constantly updates his list with more meta studies. I suggest that your comment relates to an updated list in Hattie (2011) Visible Learning for Teachers?
  Cheers, Sebastian
  - Clare says:
    
    May 21, 2014 at 4:16 PM
    
    Can someone help me please? I have seen many different tables of Hattie’s effect sizes and the order and effect size seems to differ quite significantly between them. Why is this? I am trying to use them for an evaluative model and I am confused as to which order and effect size I should use.
    
    With thanks for any clarification you can offer.
    - Sebastian Waack says:
      
      May 27, 2014 at 7:01 PM
      
      Hi Clare,
      As Hattie has updated the ranking in his newer books I would recommend to use the latest version of the list in “Visible Learning for Teachers” which cites over 900 meta studies.
  - William says:
    
    April 28, 2016 at 12:53 PM
    
    Could you please explain the negative probabilities in the work that I’ve read about here:
    https://ollieorange2.wordpress.com/2014/08/25/people-who-think-probabilities-can-be-negative-shouldnt-write-books-on-statistics/comment-page-1/#comment-545
    - Sebastian Waack says:
      
      May 2, 2016 at 1:43 PM
      
      Hello,
      the CLE calculations have been wrong in earlier editions of Visibible Learning. The Common Language Effect Size (CLE) is a probability measure and by definition must be between 0% and 100%. This error has been corrected in newer editions and translations of the book. From the very beginning the story of Visible Learning is mainly based on the effect size (Cohen’s d) which are correct.
      
      Here’s what John Hattie says about about it: “At the last minute in editing I substituted the wrong column of data into the CLE column and did not pick up this error; I regret this omission. In each subsequent edition the references to CLE and their estimates will be dropped – with no loss to the story.” http://leadershipacademy.wiki.inghamisd.org/file/view/Corrections%20in%20VL2.pdf/548965844/Corrections%20in%20VL2.pdf
      - barrie bennett says:
        
        July 28, 2016 at 10:58 AM
        
        That is not the main issue. The bigger problem is conceptual. For example, ‘instructional strategies’ is not a strategy … no more than vehicle is a specific vehicle. A child’s wagon, a wheelbarrow, a half ton truck, a five ton truck are vehicles. If we used ‘vehicles’ to move gravel from point A to point B … and we calculated an effect size on vehicles … we suffer from ‘regression towards the mean’; the child’s wagon will look more powerful than it is (a higher effect size) and the 5 ton truck will look worse (a lower effect size). The same issue is with Cooperative Learning. Cooperative learning is a label for a belief system about how students learn; it has approximately 200 group structures that go from simple to complex (Numbered Heads to Think Pair Share to Jigsaw to Group Investigation). To provide an effect size for cooperative learning is imprecise … same problem …. regression towards the mean.
        
        Also, Concept Mapping (Joseph Novak’s work) is an example of an instructional strategy … he wisely does not provide an effect size for ‘graphic organizers’ — because graphic organizers is not a specific instructional method (that would included, flow charts, ranking ladders, Venn diagrams, Fishbone diagrams, Mind Maps and Concept Maps).
        
        For a ‘drug’ example, imagine calculating the effect size for 10 mg, 50 mg., 100 mg., and 150 mg of that drug … then averaging them to tell people that this ‘pain medicine’ has an effect size of say .58. Clearly, that is imprecise. cheers, bbb
- Erica Musselwhite says:
  
  November 19, 2015 at 2:42 PM
  
  I am looking at this graph and am curious as to what age group this study was done on when it comes to education.
  - Sebastian Waack says:
    
    November 19, 2015 at 7:42 PM
    
    Dear Erica,
    in an interview John Hattie explains: “I was interested in 4-20 year olds and for every influence was very keen to evaluate any moderators – but found very few indeed. The story underlying the data seems applicable to this age range.”
    Best wishes,
    Sebastian
    
    http://visible-learning.org/2013/01/john-hattie-visible-learning-interview/
- Ann Cerv says:
  
  May 19, 2017 at 3:10 PM
  
  Very interesting looking at the things that you do in your classroom that you feel are really getting the ideas across well, and finding out that you may be missing a big chuck of your class just by the way you are presenting material to them!
Matt Lottes says:

June 10, 2014 at 6:29 PM

Hi,

I’ve been reading a book called Spark, by John Ratey. In it, he argues that cardio exercise has a large influence on student success. Does anyone know where this might fit into Hattie’s effects, or any related studies?
Graeme Miller says:

July 1, 2014 at 2:08 AM

I note that peer tutoring has a 0.55 effect but mentoring which Hattie states is a form of peer tutoring has a 0.15 effect. How can there be this level of difference? One could assume from this that mentoring is not a particularly worthwhile investment but there would be few people who have achieved eminence in their fields who were not heavily influenced by a mentor.
- Mike says:
  
  August 14, 2015 at 3:07 AM
  
  “Peer mentoring” is a specific kind of program. Likewise, I’m guessing Hattie’s “mentoring” isn’t what you have in mind. If you look at mentoring programs, it’s not like having a single brilliant individual who intimately guides you throughout a period of life. This is very hard to do well in the broader school system. You need way too many mentors to be practical, not to mention paying them and matching them up. Also, not all students respond well. Great people have generally relied on and responded to mentors in their development. But try fixing up a typical student with a typical mentor, and you’ll see it hard to predict the outcome.
Daniel Reeders says:

August 26, 2014 at 12:59 AM

Hello, I am about to buy the book but I wondered if someone could just quickly fill me in here on what statistic is being used to represent the effect size, e.g. r or r^2 or z? Thanks.
- Sebastian Waack says:
  
  September 9, 2014 at 6:59 PM
  
  Hello Daniel,
  Hattie uses Cohen’s d to represent the effect size. Cohen’s d is defined as the difference between two means divided by a standard deviation of the pooled groups or of the control group alone.
  Cheers, Sebastian
  - Mark Smith says:
    
    December 17, 2016 at 12:41 PM
    
    So in a group with a large standard deviation (e.g wide range of abilities) the effect size for the same improvement in mean always looks smaller than a group with a smaller standard deviation (lower range of abilities)? Hardly seems a valid tool for comparison..
    - Sebastian Waack says:
      
      December 21, 2016 at 3:09 PM
      
      Hello Mark,
      effect size d isn’t a perfect measure (that doesn’t exist) but it’s a good and practical approach to compare different sample sizes. Moreover, taking into account the standard deviation helps to better interpret mean differences. Taking your example of a large standard deviation before the intervention (e.g. wide range of abilities): imagine an intervention that results in only a small mean difference. Maybe your intervention has a large effect size d if you manage to bring the group of learners together and lower the standard deviation.
Brad says:

September 23, 2014 at 2:09 PM

OK. I am not a statistician but I have some questions about Hattie’s explanation as to how publication bias does not affect his results. You can find the questions here:
https://sites.google.com/a/lsnepal.com/hattie-funnel-plot/
- Sebastian Waack says:
  
  September 23, 2014 at 8:47 PM
  
  Hi Brad,
  I found this paper with a more detailed funnel plot. It’s a follow-up on Hattie’s “reading methods”:
  http://ivysherman.weebly.com/uploads/1/7/4/2/17421639/post_-_edd_1007_final_paper_pr.pdf
Dr John Reddington Ph.D, MAPS says:

January 19, 2015 at 12:23 AM

Comprehensive school entry screening is not specifically mentioned
by Prof. John Hattie. However certain elements are:
Feedback, Evaluation, Classroom Behaviour, Interventions for
the Learning Disabled, Prior Achievement, Home Environment, Early Intervention, Parent Involvement, Preterm Birth Weight, Reducing Anxiety, SES. But others are missing eg. The division of Behaviour into Internal and External, the effects of below average Speech-Language level, Resilience, etc.
The validity of the 20 years research on Parent, Teacher and Child-based school entry screening is contained in Reddington & Wheeldon (2009)which can be sent to Prof. Hattie (also presented at the International Conference on Applied Psychology, Paris, July, 2014).
Prof. Hattie’s hierarchies are an extremely helpful guide, and checklist, against which to compare the Parent, Teacher and Child based items of the school entry screening system.
Kunal Chawla says:

August 14, 2015 at 7:30 PM

I purchased the Visible Learning book and appreciate the ranking and effect sizes.

Although, there isnt a place anywhere in the book where the intervention labels are explained in detail.

For instance, what does Piagetian programs mean; what do creativity programs entail; how are repeated reading programs executed?

Is there a way I can find out more information on what the labels mean to John Hattie?
- S. W. says:
  
  August 17, 2015 at 6:46 PM
  
  This might be of some help: http://visible-learning.org/glossary/#2_Piagetian_programs
  - Mark says:
    
    June 22, 2016 at 10:56 AM
    
    The explanation in this link is backed up with another link – that second link is to an abstract about a study that compared Piagettian test with IQ tests so see was the better predictor of school performance. It is not very surprising that Piagetian tests were better predictors (since these correspond to school tasks more closely than those of IQ tests).
    The main problem for me is that the study does not deal with ‘Piagetian programs’ (sic) just a test. I am struggling to find an endorsement of ‘Piagetian programs’, though I can find plenty of studies that points out gaps in Piaget’s approach – including Piaget’s own admission (late in life, but all the more creditworthy to acknowledge at that stage) that he was wrong about language being secondary to learning.
    Where are these studies that show strong effect sizes for Piagetian programmes?
Kendra Henry says:

February 17, 2016 at 5:36 PM

Hi Mr. Hattie,
How was your ranking calculated mathematically?

Do you use the data from visible learning to make your calculations?

Would you take video submissions to run through your visible learning process complete with transcripts and data analysis?

Is there a charge for visible learning?

How long does it take to get feedback?

I’m fascinated by the idea that you are quantifying teaching strategies and want to better understand the process.

Thanks,
Kendra Henry
- GL says:
  
  January 27, 2017 at 11:53 AM
  
  Here are some thoughts on Hatties use of statistics mathematically http://literacyinleafstrewn.blogspot.no/2012/12/can-we-trust-educational-research_20.html
  - GL says:
    
    January 27, 2017 at 12:30 PM
    
    …and here https://ollieorange2.wordpress.com/2014/08/25/people-who-think-probabilities-can-be-negative-shouldnt-write-books-on-statistics/
  - Sebastian Waack says:
    
    March 7, 2017 at 10:01 AM
    
    Hello GL,
    Thank you for the links discussing the issues related to Hattie’s use of CLE.
    The CLE calculations have been wrong in earlier editions of Visible Learning. The Common Language Effect Size (CLE) is a probability measure and by definition must be between 0% and 100%. This error has been corrected in newer editions and translations of the book. From the very beginning the story of Visible Learning is mainly based on the effect size (Cohen’s d) which are correct.
    
    Here’s what John Hattie says about about it: “At the last minute in editing I substituted the wrong column of data into the CLE column and did not pick up this error; I regret this omission. In each subsequent edition the references to CLE and their estimates will be dropped – with no loss to the story.” http://leadershipacademy.wiki.inghamisd.org/file/view/Corrections%20in%20VL2.pdf/548965844/Corrections%20in%20VL2.pdf
    
    Best wishes, Sebastian
- Sebastian Waack says:
  
  March 7, 2017 at 9:57 AM
  
  Dear Kendra,
  For transcripts and data analysis you might check out the Visible Classroom project: http://visibleclassroom.com
  For a better understanding of the process I would recommend reading the book “Visible Learning for Teachers”.
  Best wishes, Sebastian
Kendra Henry says:

February 17, 2016 at 5:37 PM

Hi Mr. Hattie,
Is it possible to get access to your powerpoint?
Thanks,
Kendra Henry
Chuck Bennett says:

July 15, 2016 at 3:35 PM

Is there an explanation, on your site, of the new top two effects? Teacher estimates of achievement and Collective Teacher Efficacy?
Chuck Bennett says:

July 17, 2016 at 1:08 PM

Well, I (stupidly) rented a Kindle version of the VL for Teachers that your link led me to on Amazon. I am trying to learn precisely what is meant by the new top two effects. I didn’t notice that it was the 2012 version, which I already own. (Old eyes shouldn’t buy books on a smartphone, I suppose.)

If the 2012 list was the Gold Standard of effect sizes, how is it that the 2015 list is topped by two brand-new effects?
- Sebastian Waack says:
  
  July 23, 2016 at 3:11 PM
  
  Dear Chuck,
  Thanks for your comment! I also think about these two brand new effects since I have visualized the new list. Unfortunately John Hattie gives little detail in his paper from 2015. I found this a short introduction video “Collective teacher efficacy” helpful: https://www.youtube.com/watch?v=FUfEWZGLFZE. And I think this is one of the meta-analysis Hattie relates to: Eels (2011): “Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achivement” http://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss
  Best regards, Sebastian
  - Eric Jensen says:
    
    January 28, 2017 at 7:15 PM
    
    Sebastian
    
    Question on one of the top effect sizes…
    
    I looked up and read the dissertation by Jenni Anne Marie Donohoo on Collective Efficacy.
    
    There is zero mention anywhere in the paper about any effect size over 0.63. Can you find out how Hattie (or anyone) got the 1.57 effect size on collective efficacy?
    
    Thanks
Timothy Stapleton says:

August 1, 2016 at 10:11 AM

It is great to be reading about research from the horses mouth and linking to the practices of our school which our strongly influenced by Hattie
Leo Sutrisno says:

September 7, 2016 at 4:48 AM

I’m just wondering way diagnotic and remediation programs to overcome students’weaknesses on science concepts and other diciplines has not been included this review. I have working in this area since 1990. one of this work was appears in may Ph D thesis at Monash, 1990. ‘Remediation of weaknesses in physiscs concencepts’.

Regards
JJ says:

January 6, 2017 at 5:35 AM

Did I miss ‘focus’? To those of us ‘on the front lines’ one of the most important variables in learning is Focus/lack thereof. Add the co-morbidity of anxiety and depression, it effects that student-teacher relationship, contributes to the lack of retention and big picture learning. Focus, and it’s deficit, will impact not only the student, but the home, the school, the curricula, the teacher, and learning approaches..sigh…
Kevin says:

February 3, 2017 at 5:20 AM

Thanks for the diagram Sebastian – what are these effects influencing specifically? It says “learning outcomes” at the start – is there anywhere that the specific learning outcomes are listed, along with how they are objectively measured?

Kind regards,
Kevin
Simon Bérubé says:

April 4, 2017 at 12:28 PM

Hi there!
What’s mean classroom behavior ? What’s the definition of this concept ?
I’m looking forward to see your explanation.

Have a good day!
- Rebekah Camp says:
  
  September 23, 2019 at 8:23 PM
  
  Simon, I find a similar issue with the topics listed. In my field as a Behavior Analyst, the topography of behavior is important as an objective means to gather data. An unbiased observer should be able to collect data with specificity of the behavioral definition for valid data to be analyzed.
  Rebekah
richard guidone says:

May 4, 2017 at 1:58 PM

Is there somewhere where I can look to see just what topics are included under each heading for effect size? For instance, where would ‘memorization’ as an effect fall under?
Joe V says:

June 22, 2017 at 2:08 PM

I have been a Hattie follower since 2009 and really believe in his research. My question is, does anyone know why the 2015 list of 195 influences is not published in later books (i.e. Teaching Literacy in the VL Classroom, 2017)?
Wei Cheng says:

October 8, 2017 at 12:33 PM

How can we get the 1400 meta-analyses list?
Eric Caron says:

November 15, 2017 at 8:43 PM

Hello !!! Where can I find the descriptions of all 195 influences with good and bad examples ?? So I can read about good parctrice and bad practice, something very practicle !!! Thx
- Sebastian Waack says:
  
  February 28, 2018 at 2:03 PM
  
  I would recommend reading Hattie’s book “Visible Learning for Teachers”: https://www.amazon.ca/Visible-Learning-Teachers-John-Hattie/dp/0415690153
Martin Hughes says:

December 3, 2017 at 2:52 AM

Hi there – very interested in all of this – however Differentiation, doesn’t seem to appear…..what am I missing here?
Thanks
Martin
- Tom says:
  
  August 29, 2018 at 7:38 AM
  
  I agreed with your opinion !!!
- Randy Rodgers says:
  
  October 13, 2018 at 4:15 PM
  
  Differentiation is not a specific strategy–it is an application of strategies. Many of the specific strategies are examples that are used for differentiation.
Lee says:

December 4, 2017 at 7:25 PM

A question about the effect of a larger, maybe more conceptual, item: academic standards. That doesn’t seem to be on the list, but “Teacher Efficacy,” “Teacher Credibility,” and “teacher Clarity” do appear. So should one assume that clear academic performance expectations are woven into other contributors/factors?

Also, “Subject Matter Knowledge” is rather low on the list – but I’ve read numerous articles/attended many conferences where they discuss the importance of teachers being subject matter experts

Thoughts?
Tom says:

April 8, 2018 at 1:17 AM

What is number 141 (July 4, 1900)?
- Sebastian Waack says:
  
  October 12, 2018 at 10:20 AM
  
  Thanks for pointing to this error. Number 141 is “stereotype threat”. I corrected the this.
M. O. Buzz Williams says:

April 23, 2018 at 2:36 PM

The teaching and learning variables are numerous and often amazing! “Hats off to Hattie” for diving deep into what makes us all tick. The uniqueness of each student and all of the influences that abound in each student’s life is often overwhelming. Prayer and a conscientious professional learning committee (PLC) is a great place to start for the benefit of each student. I’m grateful for your help and perseverance to provide us with valuable research. I would like to see the old PTA (Parent & Teachers Association) revitalized. Active stakeholders are needed in the learning process in my view.
Judi Donroe says:

June 10, 2018 at 12:02 AM

Hello: I am a reading consultant organizing a class for students reading two or more years below grade level. I believe the teaching of specific strategies: summarizing, main idea, theme, elements of a story, highlighting, skimming/scanning, are essential but I would like to see Haddie’s scale on the efficacy of teaching specific skills such as these to the middle schooler (ages 13-15, grades 7 and 8). Please advise as to where to find them (of course, I know where summarizing is on the scale..but others…)
Emma De Heaume says:

August 10, 2018 at 1:31 AM

I am working on my Masters of Education and am interested in including Hattie’s studies in my research. Can you tell me how come I can’t find this particular research in any peer reviewed journals?
I’d love to analyse his study and thoroughly read his methods for research. It seems suspicious that I can only view his study by purchasing his book.
KJ says:

September 30, 2018 at 4:25 AM

I have been trying to find research on the effect size of two current trends in elementary classrooms: Flexible Seating and Blended Learning. Has Hattie, or anyone, gathered data on either of these?
Lori Amaro says:

November 6, 2018 at 8:08 PM

What is meant by “gender on achievement”?
- Sebastian Waack says:
  
  April 5, 2019 at 7:32 PM
  
  The effect of gender on the learning outcomes. (“Do boys learn less then girls?”)
Christine Fournier says:

April 12, 2019 at 6:38 PM

I have tried reading on the mathematics of size effects, but I find it quite complicated. If the size effect of inductive teaching is 0,44 and the size effect of micro-teaching is 0,88, does it mean that micro-teaching is twice as effective as inductive teaching ? Is it a linear relation or something else ?

Thanks’ for your help.
Klara Fröhlich says:

July 30, 2019 at 9:47 AM

Hi,
this is very interesting. Could you explain what is meant by collective teacher efficacy? What parameters went into this category?
Thank you very much.
- Sebastian Waack says:
  
  August 27, 2019 at 8:55 AM
  
  Hi Klara, here is a short overview on CTE: https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/
شيخ روحاني says:

January 5, 2022 at 8:40 AM

I’m just wondering way diagnotic and remediation programs to overcome students’weaknesses on science concepts and other diciplines has not been included this review. I have working in this area since 1990. one of this work was appears in may Ph D thesis at Monash, 1990. ‘Remediation of weaknesses in physiscs concencepts’.

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What Students Need, What Teachers Want | Oncore Education says:

April 30, 2014 at 12:12 PM

[…] an analysis of over 800 meta-analyses of classroom strategies, Dr. John Hattie identifies over 130 factors that yield learning results. Looking at his list, the most effective factors involve the kind of structure and feedback the […]
KTICT Continuing 2014 « Oz Digital ClassroomOz Digital Classroom says:

May 21, 2014 at 1:58 AM

[…] John Hattie’s research and the effect sizes. (10 […]
Learning Intelligence (LQ) and the Link to Homework | ace-d says:

June 8, 2014 at 8:10 AM

[…] http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Jon Witts' Blog » Transforming Learning in the 21st Century says:

June 11, 2014 at 10:33 PM

[…] then compared the research from John Hattie and the Sutton Report, noting that in both reports Digital Technology was not even in the top ten […]
Summertime Subsidence: Vacating the Mind of This Year’s Learning | i-Biology | Reflections says:

June 12, 2014 at 4:37 AM

[…] Nobody wants to be that teacher – the one who assigns a massive packet of busy work, due the first day back to school, but it is evident that extended vacations result in a reversal of some learning. This loss of learning increases with grade level, so at the ages we are trying to maximise the use of high-impact teaching and learning strategies, we run the risk of much of that work being undone by Summertime Subsidence (d=-0.02). […]
OSPedagogy | Transforming Learning in the 21st Century says:

June 12, 2014 at 10:06 PM

[…] then compared the research from John Hattie and the Sutton Report, noting that in both reports Digital Technology was not even in the top ten […]
Pay Attention and Take Quality Notes | REACH says:

June 26, 2014 at 8:02 PM

[…] A: The excellent John Hattie has developed the 138 achievement influencers. Hattie ranked these influencers according to their learning outcome effect size. The average […]
MI Educators Collaborate to Make ‘Visible Learning’ Happen at Oakland Schools! | Oakland Schools ~ Michigan says:

August 4, 2014 at 2:27 AM

[…] the 138 learning influencers from the six areas that contribute to learning (student, home, school, curricula, teacher, teaching […]
Indigenous Education: from Hope to Expectation | The Outback Educator says:

August 7, 2014 at 11:06 PM

[…] This is sound theory and although negative beliefs about disadvantaged students may be subconscious, they are still incredibly damaging to students’ self-concept and their outcomes. In addition, Hattie’s Visible Learning notes that the teacher-student relationship is a significant factor in student achievement, with an effect size of… […]
Onderwijsinnovatie Beyond the Hype | Beyond the Hype says:

August 15, 2014 at 12:09 PM

[…] jaar een artikel, naar aanleiding van de Learning Tomorrow week. Hij refereert in dit stuk aan de meta-studie van John Hattie en stelt dat docenten onvoldoende geëquipeerd zijn om te bepalen wat wel of niet effectief is. […]
Kan man lære i MOOCs? | MOOC says:

September 25, 2014 at 9:45 AM

[…] detter er kun udvalgte punkter og John Hatties oprindelige liste indeholder mange flere områder. Da flere af lige disse netop er den læring, som indarbejdes i den […]
Susanne Gunning says:

September 26, 2014 at 2:00 AM

[…] can inform practice and practice can inform research. With this in mind and my recent readings of John Hattie (2014), I am keen to explore some of his project’s findings during my reflective practice. I am not […]
John Hattie and Gifted Education | Gift-Ed Connections says:

October 12, 2014 at 2:21 PM

[…] 16 000 studies) into a list that is both affirming and at times surprising. You can view his list here. (Note where acceleration appears.) Make sure you read the preamble regarding what Hattie would […]
¿Qué funciona en educación? | Escuela con cerebro says:

November 10, 2014 at 7:02 PM

[…] temática de los estudios analizados por Hattie es muy amplia (ver lista completa), como, por ejemplo, los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]
Die Wirksamkeit digitaler Medien in der Schule | Schule und Social Media says:

November 11, 2014 at 9:52 AM

[…] Top 20 Hattie Effect Size List, Quelle […]
Re-Inventing the Wheel: Conceptual Models of Technology Use - Educate 1 to 1 says:

November 16, 2014 at 8:31 AM

[…] Current research suggests that getting feedback right, establishing productive teacher-student relationships, reciprocal teaching and fostering meta-cognitive strategies to help students become better at learning are among the strategies for which there is a robust evidence base for improved outcomes. From this perspective, the first step for any technology based intervention, such as a 1-to-1 strategy, really ought to be ensure that it can support these and other strategies that have been shown to improve student outcomes. […]
Guest Post: Assessment NOW | Tale of Two Teachers says:

November 17, 2014 at 4:47 AM

[…] goal-set and then search for evidence of meeting goals and criteria in subsequent pieces of work. Students as self-assessors = huge impact on learning and achievement! Anne Davies’ examples of co-constructing criteria reminded me of the agency and importance of […]
Altering Instruction On The Fly | Welcome to Lori's Blog says:

November 24, 2014 at 4:42 AM

[…] Waack, S. (n.d.). Hattie Ranking: Influences And Effect Sizes Related To Student Achievement. Retrieved from Visible Learning: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Questions Worth Asking: Thursday Morning Thriller 22nd January 2015 | Purple Pedagogy says:

January 27, 2015 at 9:21 PM

[…] is a hot topic; it garners much attention and researchers such as Hattie seem to indicate that improving questioning can have a positive impact on student progress. Tom […]
What makes a great (history) teacher? - History lessons and resources for schools says:

January 30, 2015 at 12:50 PM

[…] Clarity – this is hugely important. Hattie has this as one of his biggest hitters. I agree. Some people out there in the history world are […]
Entertain people and make it fun…make people forget they are learning | ICT Enhanced Learning and Teaching's Blog says:

February 2, 2015 at 9:01 PM

[…] for example, class size doesn’t matter, but micro-teaching and feedback does (you can find a brief summary on this site). The most powerful predictor of success is students’ expectation of themselves. So, if you […]
What Makes a Great (History) Teacher? by @HistoryResource | UKEdChat - Supporting the Education Community says:

February 18, 2015 at 1:21 PM

[…] Clarity – this is hugely important. Hattie has this as one of his biggest hitters. I agree. Some people out there in the history world are […]
What’s in a grade? – AFL (Part 2 of n) | g(chu): evaluating myself says:

March 1, 2015 at 2:04 AM

[…] I had the opportunity to meet with a small cohort of new teachers and a veteran, henceforth Ms. A (not her real name), who was implementing AFL during my first year in district. She shared her experiences in preparing students for this shift in assessing and grading, as well as how she had to modify her teaching. One of the biggest takeaways from my year with Ms. A had to do with assessments, particularly how to “grade” them. Gone were the days of tabulating points. In came written feedback. I’m not talking about “Nice job!” or “There is an error here.” Descriptive feedback is an extension of scaffolding. Its intent is to guide a student and provide support to help them realize their error, ultimately to learn from and correct it. John Hattie reports that, with an effect size of 0.73, feedback is among the top-10 things that strongly influences student achievement. […]
Making marking maths books meaningful (and manageable) | mhorley says:

March 2, 2015 at 6:26 PM

[…] is critically important – it’s right at the top of Hattie’s list of effects (here, here and […]
Why you should quiz, and how tech can help you do it better | Let's Teach With Tech says:

March 8, 2015 at 9:53 PM

[…] top ten teaching strategies that work. Hattie’s research indicates the supreme importance of clear feedback, measurable achievement, and meaningful formative evaluation. Further, John Dunlosky’s review of the evidence identifies retrieval practice as profoundly […]
Visible Learning Foundation Day | The Head's Study says:

March 10, 2015 at 7:55 AM

[…] at 150 of them and put on one scale, the effect on student achievement of these. The full chart is here. An effect size of 0.40 on his scale is what educators should expect and aim for when trying to […]
La solution aux problèmes en éducation : plus d’hommes ? | Dehors says:

March 22, 2015 at 2:04 PM

[…] que société faisons-nous une fixation collective sur la réussite scolaire des garçons ? Selon les données de métanalyse de la vaste étude menée par Hattie, le genre n’a pas n’impact statistique significatif sur la réussite scolaire. De plus, […]
Enseigner des compétences ou des connaissances? (Stevan Miljevic) | espacedetiquetage says:

March 22, 2015 at 3:56 PM

[…] (10) http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Un système d’éducation trop … f-é-m-i-n-i-n ? | jesuisféministe.com says:

April 4, 2015 at 9:13 PM

[…] que société faisons-nous une fixation collective sur la réussite scolaire des garçons ? Selon les données de la vaste étude menée par Hattie (synthèse de 800 méta-analyses), le genre des élèves n’a pas n’impact significatif sur la réussite scolaire. Selon le […]
We Have to Stop Pretending | Education, Leadership and 21st Century Pedagogy says:

April 27, 2015 at 1:10 AM

[…] in his book Visible Learning for Teachers, shows that there is a limited correlation between class size and student achievement. One thing we don’t pretend is that a teacher’s job is so much more than a focus on student […]
Developing research leads within schools: ‘the good we oft might win’ | Evidence into practice says:

July 27, 2015 at 10:18 AM

[…] in trying to summarise ‘what works’, like the EEF toolkit or Hattie’s Visible Learning, are the starting point rather than the final word in discussions about school improvement or […]
things to investigate … #1: | erinteaches says:

August 6, 2015 at 1:47 AM

[…] His studies in effect sizes relate to how much impact something has on a learner. For example according to his studies “self report grades” are a highly effective teaching tool where as “mobility” has no impact. For more information click –> John Hattie […]
Challenges…lay ahead! | Alan Morrison's MAETEL1 Blog says:

August 14, 2015 at 3:58 AM

[…] J., (2014). 138 Influences Related To Achievement – Hattie effect size list. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You […]
John Hattie | franzcalvo says:

August 17, 2015 at 12:45 AM

[…] http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement http://www.ppta.org.nz/index.php/resources/pptanews/305-ppta-newsapr09-hattie-review […]
Five Critical Skills to Empower Students in the Digital Age | MindShift | KQED News says:

August 17, 2015 at 11:32 AM

[…] cited John Hattie’s work analyzing the effect of 138 influences on student achievement. Homework, class size, gender and motivation are some of the influencers on the list. But according […]
Auto-évaluation des élèves via un formulaire | Site de François Jourde says:

August 18, 2015 at 9:15 PM

[…] me semble pédagogiquement efficace, comme en témoigne le classement de Hattie (« Hattie Ranking: Influences And Effect Sizes Related To Student Achievement » : « self-reported […]
Does class size really matter? | Connected Principals says:

August 29, 2015 at 12:35 AM

[…] influence student achievement. The aim of the study was to analyze as much research as possible to rank the practices that have the biggest effect on student achievement. While his work has been criticized in some corners, we can still draw a lot from it and it is a […]
Students with laptops did better in HSC sciences | CrookED Science 4 Parents says:

September 3, 2015 at 10:33 AM

[…] examine what makes a difference in education, laptops, and other technology, come way down the ranks. Some educationalists go as far as to describe the use of computers in schools as distractions, […]
Reading between the lines – “Computers ‘do not improve’ pupil results, says OECD” | eLearning and economics – digging a little deeper says:

September 22, 2015 at 2:34 PM

[…] to take ownership of their learning. Using these principles or other meta studies from the work of John Hattie, could help focus the use of technology and integration efforts in […]
Mr A Copeland - Teaching and Education says:

September 24, 2015 at 11:27 AM

[…] enough, teacher subject matter knowledge has been shown to make little difference by John Hattie‘s big data crunch (Despite how others might feel). This also seemed to be the case in Sugata […]
How to Transform Educational Books into Professional Development | Cooper on Curriculum says:

November 12, 2015 at 11:57 PM

[…] “where you want to be.” An emphasis should also be placed on practices that possess significant effect sizes related to student […]
Enseigner des compétences ou des connaissances? - Les Observateurs says:

November 13, 2015 at 5:57 PM

[…] par John Hattie, la supériorité nette du Problem solving teaching sur le Problem based learning http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ ainsi que Hattie and Yates, Visible Learning and the Science of How we learn », Routledge, London […]
Inquiry…making a difference | One91 says:

November 23, 2015 at 3:35 PM

[…] self-assessment on student learning. Many of us are familiar with the meta-analysis work of John Hattie looking at structures that impact student learning. At the top of the list is Student […]
Why I regularly test my students even if it’s not popular (and the takeaway for peak learners) | The Peak Learner says:

November 23, 2015 at 5:24 PM

[…] has identified 138 influences on student achievement and ranked them by degree of effectiveness. Here’s his top […]
Pourquoi j’évalue régulièrement mes étudiants même si ce n’est pas populaire (et la leçon pour les apprenants top niveau) | L'apprenant top niveau says:

November 23, 2015 at 6:47 PM

[…] a identifié 138 facteurs de réussite scolaire et les a classés par degré d’efficacité. Voici son top […]
Mr Christopher Short Weekly Update 04.12.2015 | BIS Hanoi Blog says:

December 4, 2015 at 8:02 AM

[…] is the biggest single negative impact on student attainment that he found (the full list is at http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/). As all International Schools know, mobility is often unavoidable, and schools such as ours plan […]
Les réformes scolaires actuelles favorisent-elles l’esprit critique? | Contre-Réforme says:

January 8, 2016 at 3:37 PM

[…] (5) Voir par exemple le classement établi par John Hattie qui relègue les pédagogies axées sur la découverte ou le jeu bien loin derrière http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Recasting At-Risk Students - Center for Urban Ed. Services says:

January 27, 2016 at 1:52 PM

[…] since I first learned about John Hattie’s Visible Learning, I frequently check this website when I want to know something’s “effect size.” (Hattie conducted a meta-analysis of […]
(1 of 3) Measuring the Impact of Technology on Learning | Evolving Edtech says:

January 30, 2016 at 8:10 PM

[…] freely available to teachers that can enhance feedback (The Education Endowment Foundation and Hattie have research to suggest this has a significantly positive impact on learning. For balance you may […]
Quelles technologies pour apprendre à apprendre ? | InternetActu says:

February 6, 2016 at 6:01 AM

[…] brillant, comme nous le soulignons déjà ou comme le soulignait récemment un rapport Pisa et dans les classement de John Hattie sur les facteurs qui favorisent la réussite scolaire, aucun n'évoque des questions technologiques). L'apport des technologies dans l'éducation demeure […]
» Quelles technologies pour apprendre à apprendre ? – Internet actu – Le Monde.fr says:

February 11, 2016 at 3:30 PM

[…] brillant, comme nous le soulignons déjà ou comme le soulignait récemment un rapport Pisa et dans les classement de John Hattie sur les facteurs qui favorisent la réussite scolaire, aucun n’évoque des questions technologiques). L’apport des technologies dans […]
EHS-hub : Helping teachers help students says:

February 11, 2016 at 7:57 PM

[…] and scientists have collected a lot of data over the last decade on how students learn and how teachers can teach more effectively and address the sense of helpless students can feel […]
¿Qué funciona en Educación? | Anna Forés Miravalles says:

February 24, 2016 at 6:20 AM

[…] temática de los estudios analizados por Hattie es muy amplia (ver lista completa) como, por ejemplo, los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]
Éducation | Pearltrees says:

February 25, 2016 at 2:39 PM

[…] Interdisciplinaire. Gestion de classe. Motivation. Ressources générales. Différenciation. Thématique. 138 Influences Related To Achievement – Hattie effect size list. […]
Teachers: 3 tips to start increasing your impact on learning | Bradley Kersing says:

February 26, 2016 at 11:50 AM

[…] resulting in a ground-breaking book Hattie (2009) Visible Learning where he identified and ranked 138 influences related to learning outcomes ranging from positive to negative effects on […]
Prioritize Those Plates! – Dr. Neil Gupta says:

March 13, 2016 at 8:38 PM

[…] Learner facilitated the team in matching the ideas against Hattie’s research on the “Top Influences and Effect Sizes Related to Student Achievement“. This created a lot of “ah-ha” moments among the team in realizing which ideas […]
AfL MOOC Group | Pearltrees says:

March 14, 2016 at 3:15 PM

[…] Questioning allows you to: Check learningStretch learningSupport learning What follows are some approaches to maximise your questioning technique so that you can avoid the tumbleweed that blows past as you ask a question to a whole room of learners. Selecting Students It’s important to ensure that questions are spread across the room. AfL in Vocational Learning. T&L Assessment for Learning Tools. 5 AfL Techniques. The Muddiest Point. Formative Assessment. Dylan William Assessment for Learning. 138 Influences Related To Achievement – Hattie effect size list. […]
Hvað gerir kennslu góða? | Krítin says:

March 14, 2016 at 10:10 PM

[…] Bók John Hattie: Visible Learning sem kom út 2009 hefur verið kölluð Hinn helgi kaleikur menntamála. Hattie hefur skilgreint 138 atriði sem hafa áhrif á námsárangur nemenda, þau má sjá hér […]
Earning Versus Learning | Maximizing Teacher Learning says:

March 19, 2016 at 5:18 PM

[…] forget that there are a large number of stock markets around the globe and a wide range of other influences on student achievement that we may not even be aware […]
Relationship is the key | a mouse in the fortress of education says:

March 25, 2016 at 6:24 AM

[…] Influences and effect sizes related to student achievement (diagram). Retrieved 24 March 2016 from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ 3. Marzano, R.J. (2007). The art and science of teaching. Virginia: ASCD 4. “In the past, […]
Visible Thinking in Action – Perkins, Daggett, & Hattie – KSD Summit on Student Learning says:

March 25, 2016 at 7:56 PM

[…] Hattie Ranking: Influences & Effect Sizes on Student Achievement […]
A Nobel laureate walks into a classroom... - teche says:

March 27, 2016 at 1:01 PM

[…] feedback is well known to be one of the most impactful influences on student learning. We all know the extrinsic motivators that drive students (i.e. marks), so […]
John Hattie’s Visible Learning….what might it mean in the classroom? | EduBits by Kristin Phillips says:

March 28, 2016 at 6:02 PM

[…] our last staff meeting we were looking at some of John Hattie’s work from Visible Learning. Of course some of the rankings surprised us–how could it be that class size isn’t that […]
AfL in STEM Teaching MOOC Week 3 – Hannah Tyreman says:

March 30, 2016 at 1:22 PM

[…] had also not come across John Hattie before and so effect sizes were used as a conversation starter. Warnings were given about how reliable his research might be […]
Prioritize those plates! – Lead Learning says:

April 5, 2016 at 12:01 PM

[…] the Lead Learner facilitated the team in matching the ideas against Hattie’s research on the “Top Influences and Effect Sizes Related to Student Achievement“. This created a lot of “ah-ha” moments among the team in realizing which ideas should take […]
Árangur | Krítin says:

April 5, 2016 at 7:24 PM

[…] John Hattie segja að hafi mest áhrif á námsárangur nemenda, en Hattie hefur skilgreint 138 áhrifaþætti sem stýra námsárangri . Þar trónir í fyrsta sæti „self-report grades“. Í þessu myndbandi þar sem Hattie […]
If not Gonski funding, then what? | Mitchell Institute says:

April 11, 2016 at 1:44 AM

[…] matter for children’s outcomes; they must be skilled and supported to meet the learning needs of all the children they […]
What works best? – six toed lion says:

May 9, 2016 at 3:08 AM

[…] of influences relative to this ‘hinge point’, in order to find an answer to the question ‘What works best in […]
Current Issues in My Professional Context – APC Week 26 Blog | Robyn shears says:

May 17, 2016 at 10:05 AM

[…] Hattie – Various Influences related to learning and achievement according to their effect size. […]
Эффективность образования в простых цифрах - Осознанное образование says:

May 28, 2016 at 12:40 AM

[…] Гораздо более подробная таблица с описанием 195 факторов представлена на сайте исследования […]
A question of values – Debate 2 Response | steveboutilier says:

May 30, 2016 at 4:55 PM

[…] out in quite clear terms what does and doesn’t work, based on an enormous meta-analysis. The Hattie Scale shows that tech rates quite low. Meaningful teacher-student interaction, on the other hand, fills […]
If you want to improve student learning, start here. – InformED Reform says:

June 3, 2016 at 1:00 AM

[…] If you had asked me before reading, I would have placed it as an important contributor, but it surprised me that it topped just about everything else on the list of effect sizes (although, Hattie’s latest book puts two new impacters just above it you can find that here). […]
The 7 Questions every teacher should be able to answer | Sharryn M Bloor says:

June 15, 2016 at 10:28 AM

[…] Researcher John Hattie has pored over nearly 1,200 educational studies from around the world to identify the factors that most strongly contribute to student success. Of the 195 independent variables he has identified, self-assessment ranks third on his list. […]
Reflecting on Reflecting – mister stepan's Class says:

July 14, 2016 at 5:40 PM

[…] it comes to high-yield classroom strategies, it seems that reflective processes pack the most punch. Analyzing work and really thinking about your thinking is powerful stuff for all learners. […]
Visible Learning in the Digital World - Corwin Connect says:

July 21, 2016 at 11:29 AM

[…] Hattie’s research over the past few decades has provided educators with some tremendous insight on what truly impacts […]
Follow through: It isn't just about your golf swing (Part 1) - eObservations says:

August 5, 2016 at 12:00 PM

[…] data and follow through conversations to give teachers objective feedback regarding their teaching, Visible Learning and Teaching and student engagement. Many hours were spent discussing classroom observations and follow through […]
The Impact of Collective Efficacy on Student Achievement (Part 4) - eObservations says:

August 8, 2016 at 1:01 PM

[…] utilization of high yield strategies. The observation tools were tightly aligned with indicators of high-yield instructional strategies and allow principals to provide immediate, data-driven, focused instructional feedback to teachers […]
A year’s growth; how do we develop agreement? – A Curious Educator says:

August 10, 2016 at 2:10 AM

[…] Task 3: Expect a year’s worth of progress – Expectations are one of the greatest influences on learning and achievement […]
Building Communities that Grow Lifelong Learners | AmplifiEDucation says:

August 22, 2016 at 4:29 PM

[…] in advisory but also inside the classrooms, can be seen in John Hattie’s newest research Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. Teacher/student relationship has high impact on student learning. If we unpack teacher/student […]
The Beginning of the School Year–What’s on top? | LesleyTait says:

August 22, 2016 at 6:35 PM

[…] At our place, the talk this year is a lot about “alignment and congruence” –setting goals together, working collaboratively, keeping things consistent, moving forward as a learning community. As a leadership team, one of our aims is for all of the stakeholders to be “rowing the boat in the same direction” and we are working hard to develop actions that will enable this to happen. Over the years, two sets of research have impacted my beliefs and consequently my actions, around this issue. The first is the work of Prof John Hattie from my own home country of New Zealand. His meta-analysis of research http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Equitable Education for Students in Poverty Starts with the Teacher | Getting Smart says:

August 23, 2016 at 9:15 AM

[…] understand poverty and work to change mindsets (both theirs and their students) can be one, if not the biggest factor in making a […]
A teacher in Texas banned homework so kids could learn from life instead — Quartz says:

August 23, 2016 at 2:49 PM

[…] Hattie, director of the Melbourne Educational Research Institute, synthesized more than 800 meta-studies covering more than 80 million students to figure out what specific factors are linked to better […]
Improvement as Habit: Shrinking the Gap Between Theory, Research, and Practice in Education – Ars Doctrina says:

September 3, 2016 at 2:05 PM

[…] a man who has examined and ranked an exhaustive amount of education research effects, he still boils it down to this: build the habit of knowing your own impact, rather than just […]
Coaches are teachers of sport, but there's a lot to learn from the classroom | Em News says:

September 7, 2016 at 8:41 PM

[…] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]
Coaches are teachers of sport, but there’s a lot to learn from the classroom | Science News says:

September 8, 2016 at 3:32 AM

[…] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]
Dla naszego dobra | Partnerstwo Edukacja na Nowo says:

September 10, 2016 at 3:40 PM

[…] z nauczycielem oraz z metodami uczenia). Bardziej zainteresowanych odsyłam do stron internetowych (http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/) i do książek Hattiego „Visible learning” oraz „Visible learning for […]
Coaches are Teachers of Sport: Learning from the Classroom | iSport says:

September 12, 2016 at 4:19 AM

[…] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]
R. B. GOTHI JAIN COLLEGE FOR WOMEN – Every New Teacher Should Be Able To Answer The 7 Questions says:

September 24, 2016 at 5:58 AM

[…] Researcher John Hattie has pored over nearly 1,200 educational studies from around the world to identify the factors that most strongly contribute to student success. Of the 195 independent variables he has identified, self-assessment ranks third on his list. […]
‘Leading Learning & Teaching’ by Stephen Dinham – a review by me ;) | Bianca Hewes says:

October 5, 2016 at 8:41 AM

[…] of edu research, and resultant ‘league table of all things edu amazing’ published in Visible Learning, is quite polarising – some people believe it’s the most important contribution to […]
A Voice Worth Listening To | Cloud 9 says:

October 16, 2016 at 7:09 PM

[…] during a portion of your lesson, or asking the class to “please, be quiet”. We’ve read the research, by Hattie, supporting, “students who talk learn”, what are we doing to students if we are not engaging them in […]
Growth Mindset and GRIT (the quest for better learning behaviours) | NDHS Blog Spot says:

November 18, 2016 at 9:46 AM

[…] Premium’, constituted such labelling. More difficult for some of us, we also debated whether setting students by ability engenders a fixed mindset, both in the students who found themselves in lower sets, and in the […]
Course 5 Final Project – Going Formative | A Hole in the Wall says:

November 20, 2016 at 2:22 PM

[…] Drs. John Hattie and Robert Marzano have both published works that show significant increases in student achievement by measure of effect size and percentile scores as a result of providing learners with meaninful […]
International mobility and learning. says:

November 23, 2016 at 4:16 PM

[…] Hattie, J. (2015) Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement URL: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Establecer comunidades para crecer como aprendices permanentes | amplifiEDucation says:

November 28, 2016 at 3:27 PM

[…] también dentro de las aulas, puede apreciarse en la investigación más reciente de John Hattie Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. La relación docente/alumno tiene alto impacto en el aprendizaje de los alumnos. Si desentrañamos […]
John Hattie – October Davis says:

December 4, 2016 at 7:49 PM

[…] effect size […]
Het gaat om activeren – Studiesucces says:

December 27, 2016 at 4:50 PM

[…] ‘ En er is wel wat af te dingen op de roep om dienend leiderschap in het hoger onderwijs. De meta-analyse van John Hattie, onderwijsprofessor aan de University of Auckland, over wat wel en niet werkt in het onderwijs is […]
Let’s focus on what matters – Dr. Karen Speech and Language says:

January 3, 2017 at 3:54 PM

[…] If you’re having a hard time making sense of it all, you should look at this meta-analysis by John Hattie. […]
Teachers: 3 tips to start increasing your impact on learning – Bradley Kersing says:

January 12, 2017 at 2:08 PM

[…] resulting in a ground-breaking book Hattie (2009) Visible Learning where he identified and ranked 138 influences related to learning outcomes ranging from positive to negative effects on […]
Au sujet de la différenciation pédagogique | Contre-Réforme says:

January 16, 2017 at 8:19 PM

[…] [7] http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Who is shaping the future of education? | KeeNote says:

January 21, 2017 at 2:29 PM

[…] on Live Time Assessment. He and Craig Davis were so motivated by John Hattie’s work on the 195 influences on student achievement, and the particular finding of the powerful influence of feedback on enhancing student achievement, […]
Approaching Teaching: Week of January 22, 2017 | Approaching Teaching @ AISK says:

January 22, 2017 at 4:43 AM

[…] the surface and the content, you’ve got nothing to inquire about. […] The reason it comes out very low on the chart is because most teachers introduce it far too […]
Phase 1 : affiner le questionnement de recherche | E-Portfolio- Catherine Semer says:

January 28, 2017 at 11:19 AM

[…] Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement, Visible Learning website, seen on January 28th, 2017. […]
Advocate – drowningintheshallow says:

January 28, 2017 at 12:41 PM

[…] activity in John Hattie’s effect sizes for student achievement does not rank highly. Neither does Sports Particpation in the EEF Toolkit’s list of […]
TEFL Education Reform | TEFL Insight says:

January 28, 2017 at 2:15 PM

[…] The basic idea is that all (or most) reforms do have some positive effect (some do not). However, not all reforms are equal in effect size, and so should be […]
Why ‘What Works’ Doesn’t: False Positives in Education Research – HEOP.org says:

February 13, 2017 at 4:01 AM

[…] Assuming a proposed intervention involves students doing virtually anything more cognitively challenging than passively listening to lecturing-as-usual (the typical straw man control in education research), then a researcher is very likely to find a positive difference as long as the sample size is large enough. Showing that an educational intervention has a positive effect is quite a feeble hurdle to overcome. It isn’t at all shocking, therefore, that in education almost everything seems to work. […]
Mes propositions pour revaloriser l’enseignement de l’histoire | Contre-Réforme says:

February 27, 2017 at 6:45 PM

[…] des résultats plutôt médiocres en comparaison d’autres stratégies d’enseignement (Voir la mega analyse de Hattie à ce […]
Contre-Réforme says:

February 28, 2017 at 3:38 PM

[…] [5] https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Monster Eyes - Using The Power of Modelling - EFL Magazine says:

March 8, 2017 at 12:00 PM

[…] effect size list – 195 Influences Related To Achievement . Retrieved November 09, 2016, from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Hill, J. D., H., & Miller, K. B. (2013). Classroom Instruction that Works with English Language […]
Concorsi a premi e divulgazione di risorse informatiche per la didattica – BRICKS says:

March 12, 2017 at 5:59 PM

[…] metodologie e particolari setting educativi. Il ricercatore neozelandese John Hattie (v. il suo ranking) ne ha misurate ben 195 nella sua ricerca quantitativa sui fattori che influenzano gli esiti degli […]
John Hattie on Effect Size – Adding to the tool box: Strategies for teaching and learning with ESL students says:

April 8, 2017 at 12:48 AM

[…] John Hattie’s Research […]
The Willful Ignorance of Education Research - Teacher Habits says:

April 24, 2017 at 10:11 PM

[…] number that’s supposed to tell you what works and what doesn’t. Whatever. Anyway, Hattie ranks about 1,000 different factors that contribute or don’t to academic achievement. At the very bottom of his list is depression, with an effect size of negative .42, which is really […]
Podcast | High Quality Professional Development at Eagle Rock says:

April 28, 2017 at 9:45 AM

[…] result of great teaching and student-centered learning environments. We know from John Hattie and his work in Visible Learning that a teacher is one of the most important factors when it comes to student outcomes. Michael […]
Ideas for subject based reflection – MrHodson says:

May 17, 2017 at 10:57 PM

[…] is a big deal for teaching and learning though I’m struggling to find the effect size on the visible learning website (John […]
Student/Teacher Relationships: Build Them and They Will Learn – Hillsborough National Board Certified Teachers says:

May 22, 2017 at 4:03 PM

[…] higher achievement. Teacher-student relationships have an effect size of .0.72, where 0.40 is the hinge point of one years’ academic growth, according the meta-analysis of research by John Hattie in his […]
¿Qué funciona en Educación? y como los estudios van evolucionando… esto se decía en el 2014 | Anna Forés Miravalles says:

June 10, 2017 at 6:09 AM

[…] temática de los estudios analizados por Hattie es muy amplia (ver lista completa) como, por ejemplo, los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]
Is online learning delivering? | MANEKIND says:

July 23, 2017 at 7:53 PM

[…] says about impact and effect. Online and digital tools, for example, rank very low on his list of 195 Influences And Effect Sized Related to Student Achievement. How online learning tools are facilitated by educators still matters most to student success. I […]
5 Mistakes Teachers Make the First Week of School with Linda Kardamis @coolcatteacher says:

July 28, 2017 at 12:41 PM

[…] Hattie’s Relative Influences – “Teacher Estimates of Achievement” are at the top! And remember, you have to […]
My name is Matt, and I ditched my homework. Here’s why | Ditch That Textbook says:

August 3, 2017 at 2:00 PM

[…] John Hattie’s research-based ranking of best practices in education give homework an effect si… […]
Sharing Butterflies – Splozza says:

August 7, 2017 at 11:05 AM

[…] Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement [Visible Learning.Org… […]
Seis atividades que influenciam positivamente a aprendizagem says:

August 17, 2017 at 2:36 PM

[…] dos estudos mais abrangentes sobre fatores que influenciam positivamente a aprendizagem foi desenvolvido pelo pesquisador John Hattie, que analisou mais de 50.000 pesquisas envolvendo 80 milhões de estudantes. Publicado […]
Visible Learning Meta-Study | connecting data to information to knowldge says:

August 19, 2017 at 2:59 PM

[…] Image below available here […]
The Probability of Success in your Classroom says:

August 19, 2017 at 10:40 PM

[…] John Hattie defines the “hinge point” of learning to be at about a .40 and is where he defines about a year’s growth for a student. To view Hattie’s effect size chart, you can go here. […]
PD Teaching as Inquiry | Nick Matthews says:

August 21, 2017 at 10:56 PM

[…] anything above a measurement of 0.4 is showing proof it is effective. There is a list attached here List of Effective Practice which I found fascinating looking at all the things people have said in the past they thought would […]
Digital Vs Human – Richard Watson – Cargill's Classroom says:

August 23, 2017 at 3:49 AM

[…] I think the issues discussed pre-date our current era; however, they have been exacerbated by technological change. The underlying issue, which he tackles, is the emphasis on learning to pass, or short-term knowledge. He promotes education through portfolio and people. Watson is particularly cynical about MOOCs and CoOLs which contradicts the research that people and relationships are what make the biggest difference to learning. […]
The Cult of Hattie: wilful blindness? - Darcy Moore's Blog says:

August 26, 2017 at 12:50 PM

[…] continues to rank the “195 Influences And Effect Sizes Related To Student Achievement” without acknowledging the concerns raised by statisticians. After reading the latest paper which […]
Hattie’s Visible Learning: heilige graal of pseudowetenschap? | Rene van Dijk – Blogs says:

August 29, 2017 at 9:32 AM

[…] betekent dit volgens mij bijvoorbeeld dat de ranking in Hattie’s ranking er ook heel anders zou kunnen […]
21e-eeuwse vaardigheden voor jou! | Technologie in het onderwijs says:

September 6, 2017 at 9:52 AM

[…] klassengrootte, je geslacht en natuurlijk je motivatie. Onderwijsonderzoeker John Hatty heeft er 138 op een rijtje gezet. Leer die factoren herkennen. Bovendien, je zit niet je hele leven op school. […]
A Convergence of Interests? | Horatio Speaks says:

September 22, 2017 at 9:09 AM

[…] progress, in daily sessions over two and a half months. John Hattie, in his mega-meta-analysis, has suggested that the average effect size of an educational intervention is about 0.4, and argues that we […]
8 Questions to Tackle in Designing Student Assessments | Teacher.org says:

October 11, 2017 at 4:33 PM

[…] group instruction is a researched-based strategy that John Hattie states in his book, Visible Learning has a d. = 0.44 effect size. When master teachers use it effectively, it is a highly valuable […]
Constructivism Should Not be the Main Game – John Kenny Blog says:

October 14, 2017 at 5:43 AM

[…] particularly those from disadvantaged backgrounds (Some examples: Project Follow Through, hattie effects, and reading research). The reason for this is obvious. The teacher is the most powerful influence […]
Choosing a book for your child | Spelfabet says:

October 28, 2017 at 10:25 AM

[…] incidental, initial phonics and rebadged “Balanced Literacy”), a methodology for which John Hattie’s meta-research calculated an effect size of 0.06, i.e. it is not very effective. Credible […]
Inside Silicon Valley's Big-Money Push to Remake American Education - Airiters says:

November 4, 2017 at 10:50 AM

[…] 1,200 studies and ranked various strategies according to their influence on student achievement. Hattie ranks “cooperative learning”—studying in groups, participating in discussions, […]
The “Polite Revolution’: What Can Canadian Educators Learn from researchED? | Educhatter says:

November 6, 2017 at 9:04 PM

[…] stand, or fall on the merits of their research base. Utilizing John Hattie‘s ground-breaking Visible Learning research, educators embracing researchED will, over time, be far more inclined to assess teaching methods in […]
Impact: Teaching Literacy in the Visible Learning Classroom says:

November 8, 2017 at 9:40 PM

[…] principal always tells us the Hattie effect size of strategies she offers, so when I saw that John Hattie was one of the authors of this book, I […]
How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea | MindShift | KQED News says:

December 9, 2017 at 12:15 AM

[…] long time to show up in real classrooms. It could also be one reason John Hattie’s work and book, Visible Learning, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes […]
The Power of Collaborative Planning | At The Edge Of Chaos says:

December 17, 2017 at 6:58 PM

[…] Even if you worked purely on the fact that all students were ensured a consistent diet of modelling, questioning, checking, practice and assessment, planned in a shorter space of time and delivered by a less stressed, more focused and confident teacher, collaborative planning can’t be argued against. Just look at Hattie’s effect size if you don’t believe me. […]
Growing Together: Creating authentic learning experiences for educators! – Massachusetts Schools Administrators' Association Blog says:

December 18, 2017 at 3:44 PM

[…] and set goals in areas that will have the greatest impact. These influences were rated using an effect size, with a .40 effect size having the potential to stimulate a year’s […]
250 influencias sobre el rendimiento escolar: ¿qué funciona en educación? – Otras Voces en Educacion says:

January 5, 2018 at 1:01 AM

[…] La relación de factores estudiados por Hattie y publicado en diversos años, ha ido creciendo hasta los 250 que acaban de publicarse en 2017 (Una imagen interactiva de efectos anteriores puedes verla desde aquí). […]
The Importance Of Feedback - OnCUE says:

February 2, 2018 at 2:31 AM

[…] students are given areas they can improve that is actionable. We also know from John Hattie that feedback has one of the highest effect sizes when it comes to student […]
Growing and Developing Professionally | Teacher.org says:

February 12, 2018 at 5:29 AM

[…] has one of the highest effect sizes with students according to John Hattie's research in the book, Visible Learning. With an effect size of 0.40, it is ranked as one of the most effective interventions teachers can […]
9 Tips for Being a Education Leader in the Digital Age - The Tech Edvocate says:

February 22, 2018 at 11:10 AM

[…] away, celebrate their success, and place them in a position of digital leadership. According to John Hattie, of Visible Learning, teacher credibility has an effect size of .90, and peer tutoring an effect […]
Eight Daily Classroom Data Sources to Empower Student-Directed Learning says:

February 22, 2018 at 11:07 PM

[…] afford students the opportunity to own their learning and serve as a resource for their peers. John Hattie indicated a .74 effect size for reciprocal […]
Choice Workshops & Teacher Agency – Choose Act Reflect says:

February 25, 2018 at 10:08 AM

[…] Collective Teacher Efficacy which was demonstrated by John Hattie to be one of the most powerful influences in effect sizes related to student achievement. I would love to hear ideas from other schools about how you support teacher agency and promote […]
Despite the Skeptics, the Benefits of Direct InstructionEducation & Teacher Conferences says:

March 3, 2018 at 1:06 PM

[…] Hattie’s meta-meta-analyses have shown DI to be quite effective. This Hattie website, for example, shows an effect size of 0.60. (For Problem based learning, it’s […]
Flipped Learning – The Results – Jon Tait says:

March 7, 2018 at 7:24 AM

[…] rank this intervention strategy 6th in terms of its impact out of the 138 different interventions that John Hattie tested. It is also double the average effect size (0.40) from Hattie’s research. […]
Classroom Participation – A Research Review – Christian School Management says:

March 16, 2018 at 8:39 PM

[…] Note: Hattie shows that classroom discussion has an effect size of .82 on student performance! .8 is considered a large effect i.e. that 79% of students engaged in classroom discussion would do better than a group of students that didn’t https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Point/Counterpoint: Escaping the Inquiry Learning Debate |Education & Teacher Conferences says:

March 24, 2018 at 1:00 PM

[…] post specifically contrasted the benefits of DI with the perils Inquiry Learning. Specifically, Hattie finds Inquiry Learning to be largely […]
Teacher Clarity: A Visible Learning Approach | amplifiEDUcation says:

April 25, 2018 at 6:22 PM

[…] clarity, described below as one of John Hattie’s influences on student achievement, implies visibility of learning intentions. Visibility of learning intentions goes hand in hand […]
VISIBLE LEARNING: DETERMINING THE IMPACT OF HOW WE TEACH – Literacy Links says:

April 30, 2018 at 7:09 PM

[…] more data and presents various organizations of the list to help educators better understand Hattie’s 2018 updated list of factors related to achievement; a 2017 spreadsheet allows users to sort by influence, aspect, factor and effect size; a list can […]
7 Strategies to Combat Community Opposition to Public Schools | Teacher.org says:

May 7, 2018 at 9:13 PM

[…] latest research from Dr. Bill Daggett and John Hattie both state the effect size of the efficacy of relationships in schools is tremendous. Dr. Daggett […]
The secret element in blended learning - Christensen Institute : Christensen Institute says:

May 8, 2018 at 11:42 PM

[…] illustrate this point clearly, consider how technology and teachers stack up on John Hattie’s rankings. Hattie synthesized the results of nearly 1,200 meta-analysis studies to compare various influences […]
Leadership and Change | ePortfolio – John W. Stephens says:

May 27, 2018 at 1:47 AM

[…] part of developing teacher efficacy and student efficacy. Educational researcher and thinker John Hattie ranks both teacher and student (self) efficacy among the most effective and influential factors […]
Staff Development – Alternative PD | ePortfolio – John W. Stephens says:

June 12, 2018 at 1:32 PM

[…] Hattie describes collective teacher efficacy as having the greatest influence on student achievement. “Collective Teacher Efficacy is the […]
Day 1: Classes sizes are way over provincial guidelines | Edmonton Journal says:

June 15, 2018 at 4:47 AM

[…] another camp, however, are the followers of New Zealand author and professor John Hattie, who analyzed the results of more than 1,200 educational research publications to rank which intervention…. The effect of small class sizes is far down Hattie’s list of changes that influence student […]
Do You Know the Nuances of Mindset? says:

June 26, 2018 at 8:21 PM

[…] Hattie (the man behind Visual Learning) writes in EdWeek about incorrect interpretations of both his work and Carol Dweck’s work […]
Your Teacher Credibility: 12 Ways to Establish It on the First Day of School - BLACKBOARD talk. says:

August 6, 2018 at 8:36 PM

[…] Are you a good teacher? As Dave Stuart Jr. discussed in his article about teacher credibility, that’s the question every student is asking. And the question matters. Research demonstrates that teacher credibility, with an effect size of 0.9, has a greater impact on … […]
Metodologias Ativas: Do Aluno Engajado ao Aluno Empoderado – Comundo says:

August 22, 2018 at 9:50 PM

[…] na verdade o primeiro, é oferecer aos alunos “clareza de objetivos de aprendizagem“. John Hattie, em seu meta estudo sobre os fatores que mais impactam a aprendizagem dos alunos, indicou o que foi […]
Episode 018: John Hattie | VRAIN WAVES says:

August 27, 2018 at 6:17 AM

[…] to John Hattie (07:11) | Hattie’s Meta-Analyses […]
Establecer comunidades para crecer como aprendices permanentes | ampeduca says:

September 4, 2018 at 3:19 PM

[…] también dentro de las aulas, puede apreciarse en la investigación más reciente de John Hattie Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. La relación docente/alumno tiene alto impacto en el aprendizaje de los alumnos. Si desentrañamos […]
Building Communities that Grow Lifelong Learners | ampeduca says:

September 9, 2018 at 4:03 PM

[…] in advisory but also inside the classrooms, can be seen in John Hattie’s newest research Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. Teacher/student relationship has high impact on student learning. If we unpack teacher/student […]
Using and Evaluating Research Evidence - ollie lovell says:

September 18, 2018 at 11:01 PM

[…] to start would be John Hattie’s ranked list of influences by effect sizes. I found this list of 252 influences. It suggests that ‘Collective teacher efficacy’ is the number one influence (with an effect […]
10 Books to Keep Us at the Top of Our Game says:

September 25, 2018 at 4:34 PM

[…] took available meta-analyses and meta-analyzed them! He published his original findings in a list of 252 influences on learning ranked by effect strength. The results (which he continues to refine) are at the very […]
Research-Based Strategies that Accelerate Student Learning - TCEA Blog says:

October 1, 2018 at 12:19 PM

[…] above that magic 0.4 number is golden. Hattie, from all of his research, has put together a comprehensive list of 252 influences and their accompanying effect sizes that you can look at. It’s pretty eye-opening, to be […]
Getting students hooked on investing in their own learning - Renaissance Australia says:

October 2, 2018 at 1:22 PM

[…] in student achievement—including school, teacher, and student. (For a comprehensive list, go to Hattie’s Visible Learning site.) On that list, teacher expertise is the variable that has by far the greatest positive impact—in […]
Cracking homework | Class Teaching says:

October 4, 2018 at 10:02 AM

[…] school children, homework has a significant positive effect. Sources such as the EEF Toolkit, Hattie’s meta analysis and Paul Kirschner all support this idea. However, while they and others suggest homework is […]
9 Tips for Being a Education Leader in the Digital Age | says:

October 6, 2018 at 1:52 PM

[…] away, celebrate their success, and place them in a position of digital leadership. According to John Hattie, of Visible Learning, teacher credibility has an effect size of .90, and peer tutoring an effect […]
Teacher Collaboration: Not an Option says:

October 12, 2018 at 5:09 AM

[…] World renown researcher John Hattie has seen CTE make so much of a difference on student achievement and outcome that he now ranks it as the number One influence on student achievement. More than two times the impact of feedback and three times more effect than classroom management. Hattie rates CTE to have an effect size of d=1.57, feedback is d=0.72 and classroom management’s effect is d=0.52. (Hattie) What does this mean, exactly? Through decades of research Hattie ranks influences related to student outcomes on a scale from very negative to very positive, with .4 being the average effect size, or hinge for most interventions. Within this context one can see how big of an effect CTE truly is. To view Hattie’s updated 2018 list of influences and their effect please click here https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
Simple and Complex? It’s Simplex! #BCSLearns | Learn-Lead-Love says:

October 28, 2018 at 3:39 PM

[…] what’s the factor that most influences student achievement according to John Hattie’s list of factors, by effect size: collective teacher efficacy. Dare I say that you could substitute another noun […]
Why being a tech-savvy teacher doesn’t have to be daunting or complex - participate.com says:

November 2, 2018 at 2:31 PM

[…] course not only references the ISTE Standards for Teachers as a guide, it is also grounded in research-based instructional practices, offers personal insights from our own classrooms and includes an extensive list of tools to […]
O que tem mais impacto na aprendizagem? A pesquisa “Aprendizagem Visível”de John Hattie | juliapinheiroandrade says:

January 11, 2019 at 6:08 PM

[…] resultados de aprendizagem de acordo com seus efeitos: muito positivos a muito negativos.Clique aqui para conhecer o ranking […]
Engagement Strategies: Questioning Students for Success says:

February 26, 2019 at 4:18 AM

[…] practices is something that high performing teachers do often. It is one of the many factors that Hattie tells us will improve student performance (0.75 effect size, with 0.4 being a full year of […]
Why Good Feedback for Students Must Start with Administrators – Education Article – Education Blog says:

March 6, 2019 at 10:51 AM

[…] the 250 areas Dr. Hattie has researched, one of the strongest influences on how much a student will learn in a year is […]
Collective Teacher Efficacy : Top effect size - ISLTeamwork says:

June 12, 2019 at 5:34 AM

[…] efficacy currently has highest effect on student learning according to John […]
INSET : Metacognitive Feedback to Improve Pupil Progress - JMC INSET says:

June 21, 2019 at 6:39 AM

[…] & Metacognition have consistently been shown to raise achievement through both Hattie’s Visible Learning and The EEF Toolkit, where they both add 8-9 months of additional pupils progress. The evidence […]
INSET: Student-led Learning in an International School - JMC INSET says:

June 21, 2019 at 5:08 PM

[…] What does the research of John Hattie and the EEF say – what’s effective/ what’s not and why? • What is the role of technology in […]
Die belangrikste faktor wat leer laat plaasvind. Jy sal verbaas wees! | Skoleondersteuningsentrum says:

July 12, 2019 at 6:10 AM

[…] Aan elke faktor ken hy ‘n gewig toe om uiteindelik ‘n rangordelys te vorm wat hy noem “Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement” (laai die PDF hier […]
Visible Learning – John Hattie’s Research on Student Achievement – Success in the Classroom says:

July 12, 2019 at 10:16 PM

[…] You can find his complete list here: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]
32 Research-Based Instructional Strategies - TeachThought PD says:

July 15, 2019 at 12:17 PM

[…] Research; Visible Learning; http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf ; previously published at […]
Pédagogie universitaire - klacoustete | Pearltrees says:

July 27, 2019 at 12:49 PM

[…] Testgeneral. Pourquoi il est essentiel de parler des intelligences multiples aux ados. How Millennials are changing the way we learn: the state of the art of ICT integration in education. Pleine conscience, éducation et responsabilité. Hattie effect size list – 256 Influences Related To Achievement. […]
That Zero Changed My Life (Said No Student Ever) | School of Thought says:

July 30, 2019 at 1:30 PM

[…] a discussion about who deserves what grade. The research is very clear in this area of education. John Hattie tells us that that a teacher’s estimate of student achievement has a 1.29 effect size. […]
The Impact of Collective Efficacy on Student Achievement (Part 4) – eObservations says:

August 17, 2019 at 11:02 PM

[…] utilization of high yield strategies. The observation tools were tightly aligned with indicators of high-yield instructional strategies and allow principals to provide immediate, data-driven, focused instructional feedback to teachers […]
Follow through: It isn’t just about your golf swing (Part 1) – eObservations says:

August 17, 2019 at 11:19 PM

[…] data and follow through conversations to give teachers objective feedback regarding their teaching, Visible Learning and Teaching and student engagement. Many hours were spent discussing classroom observations and follow through […]
123-The Landing Pad…Facilitate a Highly Collaborative Classroom | James Alan Sturtevant says:

August 21, 2019 at 5:26 PM

[…] Austrailian researcher John Hattie’s focus is influences on student achievement. His 2018 List is comprised of 252 influences on student learning. The Jigsaw method is number 7! A Landing Pad is […]
Classement de Hattie : Liste de facteurs pour la réussite scolaire – Enseignants says:

August 25, 2019 at 1:30 PM

[…] française de ses livres veuillez trouver la liste des 138 facteurs d’influence en anglais (ici) ou en allemand (ici) et un extrait en français […]
Effective School Communications In The Summer | The Blogging Adviser says:

September 20, 2019 at 3:16 PM

[…] what they are looking for.Research shows us that the u201csummer slideu201d is somewhat accurate. Hattie ranks the Summer Vacation Effect at an effect size of -0.02. (Remember 0.40 is expected student growth in […]