A REVIEW OF
John C. Hattie, (2009), Visible Learning: A Synthesis of Over 800
Meta-Analyses Relating to Achievement. London & New York: Routledge,
Taylor& Francis Group, 379 pp. ISBN 10:0-415-47617-8, $42.00.
By Donald C. Orlich, Professor Emeritus,Washington State University, Pullman
Don Orlich, Professor Emeritus at Washington State University, and noted education researcher, presents his review of John Hattie’s Visible Learning below. The book, which Orlich calls “MUST reading for all involved in teacher education programs, those who determine educational policies and programs, and school evaluators,” is a detailed analysis of hundreds of studies done over the years describing various treatments to improve student achievement. The book is highly technical and even the review is challenging to the non-technical reader, but the outcomes of Hattie’s monumental efforts are too important to ignore. In Orlich’s words, “Nevertheless, two conclusions may be inferred: (1) Teacher quality is a key link to student achievement and (2) Most current education reform efforts have simply become “fads’.”
To learn some of the things that really work, and some that really don’t, READ MORE.
Hattie provides a very detailed synthesis of studies describing
specific effects on student achievement using meta-analysis.
Meta-analysis is a technique of combining several studies related to
similar variables. Hattie summarizes this monumental task into sets
of variables that he labels as “contributions.” The latter
relate to: (1) students, (2) homes, (3) schools, (4) teachers, (5)
curricula and (6) teaching approaches.
Hattie then converts the statistics of the hundreds of meta-analyses
into “effect sizes.” An effect size (d) of 1.0 would show a one
standard deviation gain on a normal curve, or an increase of 34.13
percentiles. That effect would simultaneously be located at the 85th
percentile of achievement, if the starting point were at the 50th
percentile.
Ninety percent of all 138 computed effect sizes were positive, while
10 percent suggested a negative effect on student achievement. Hattie
set a benchmark of d=0.40, which would indicate a 16 percent gain.
This benchmark, argues Hattie, is a level at which “real world”
differences could be observed in student achievement. The 138 traits
and their effect sizes were then organized into “domains.” Of
all the variables tested, 66 met the d=0.40 benchmark, while 72 fell
below.
The variables measuring a “d” between 1.44 to 0.80 were: student
self-reports of grades, Piagetian programs (growth models), providing
formative evaluation, microteaching, acceleration and classroom
management.
Among the many domains (variables) falling between d=0.77 and 0.60
were: teacher clarity, reciprocal teaching, feedback, teacher-student
relationships, spaced vs. mass practice, meta-cognitive strategies,
prior achievement, vocabulary programs, self-realization, professional
development for educators, problem-solving teaching, not labeling
students, phonics and teaching strategies.
Of the domains that Hattie identified, the following were in the
bottom 10 with “d” scores ranging from 0.05 to -0.34. Included
in this embarrassing array were: whole language reading,
multi-grade-age classes, student control over learning (too many
choices can be overwhelming), retention in grade, television and
school mobility.
Obviously, this short review is incomplete, and impossible to discuss
the implications of all the domains in detail. Nevertheless, two
conclusions may be inferred: (1) Teacher quality is a key link to
student achievement and (2) Most current educational reform efforts
have simply been “fads.”
This book is a MUST reading for all involved in teacher education
programs, those who determine educational policies and standards, and
school evaluators.
The U. S. Secretary of Education, Arne Duncan, might examine
Hattie’s critique, and, perhaps, then resign.
Hattie’s contributions to expanding our understanding of various
effects on student achievement should receive accolades from every
educational organization.
454 words in paper total
Donald C. Orlich, Professor Emeritus, Ed. D., Science Mathematics
Engineering Education Center, Washington State University, PO Box
644237, WSU, Pullman, WA 99164-4237, Office (509) 335-4844, Email
Orlich is coauthor with R. Harder, R. Callahan, M. Trevisan and A.
Brown, Teaching Strategies: A Guide to Effective Instruction, 9th
edition, (2010). Boston: Wadsworth/ Cengage. 381 pp.
For more Orlich, get the book “School Reform: The Great American Brain Robbery” advertised in the right panel.
This review has got me to thinking about my teaching career and the changes my colleagues and I experienced which affected my teaching and consequently, the learning experiences of my students. I will write my story detailing my thoughts about this and how changes which evolved in policies and practices in Kennewick schools produced a culture of what I call “Education by Trend”. I believe this fits well with the conclusions of the author of Visible Learning as reported by the reviewer. I expect to publish my story on this website.