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Cited by 37Evaluation of Teaching PracticesInnovative Teaching MethodsHigher Education Research Studies

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

Which Strategies Best Enhance Teaching and Learning in Higher Education?

Hattie, John·2011·Empirical Research in Teaching and Learning
DOI 10.1002/9781444395341.ch8
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Abstract

This chapter contains sections titled: The Achievement Continuum and the Appropriate Reference Point Three Claims for Higher Education Conclusions References

Overview

Integrity signals

Registry

Crossref · 10.1002/9781444395341.ch8

Cites

5 of 5 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The ability to distinguish between short- and long-term learning goals is important for sustaining motivation over time while remaining responsive to short-term performance pressures.

    “The ability to distinguish between short-and long-term learning goals also is important for sustaining motivation over time while remaining responsive to short-term performance pressures (Hattie, 2011).”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Hattie, 2011

  • Support needs to be calibrated to students' changing levels of engagement, goals, and expertise.

    “As students build new capacities, support needs to be calibrated to their changing levels of engagement, goals, and expertise (Hattie, 2011;Hattie & Donoghue, 2016;Kalyuga, 2007;C. H. Lee & Kalyuga, 2014).”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Hattie, 2011

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 23

  1. 10.3102/00346543052003446 · DOI
  2. Boyer E. L., 1990, Scholarship reconsidered: Priorities of the professoriate
  3. Bruff D., 2009, Teaching with classroom response systems: Creating active learning environments
  4. 10.1080/03075070600572132 · DOI · Paper page
  5. Coffield F., 2004, Learning styles and pedagogy: A systematic and critical review
  6. 10.1007/BF00976252 · DOI
  7. 10.3102/00346543051003281 · DOI
  8. Cooper H. M., 1994, The handbook of research synthesis
  9. Glass G. V., 1981, Meta‐analysis in social research
  10. 10.1080/00986280802374203 · DOI
  11. Hattie J. A. C., 2009, Visible learning: A synthesis of 800 meta‐analyses relating to achievement
  12. Hattie J. A. C., 2009, Tertiary assessment and higher education student outcomes: Policy, practice, and research, 259
  13. 10.3102/00346543066004507 · DOI
  14. 10.1901/jaba.1968.1-79 · DOI
  15. Keller F. S., 1974, PSI, the Keller Plan handbook: Essays on a personalized system of instruction
  16. 10.1037/0033-2909.119.2.254 · DOI · Paper page
  17. 10.3102/00346543053003397 · DOI · Paper page
  18. Locke E. A., 1990, A theory of goal setting and task performance
  19. 10.1353/jhe.2002.0047 · DOI
  20. Newell A., 1990, Unified theories of cognition
  21. Nist S. L., 1989, PLAE, a validated study strategy, Journal of Reading, 33, 182
  22. 10.1111/j.1467-9620.2005.00498.x · DOI
  23. 10.1080/00986280802374575 · DOI

Cited by

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Metadata

Authors
Hattie, J.
Affiliations
University of Auckland (NZ)
Corresponding author
Hattie, John
ORCID
Hattie, John
Venue
Empirical Research in Teaching and Learning
Publisher
Wiley
Published
2011-03-04
Pages
130-142
DOI
10.1002/9781444395341.ch8
OpenAlex
W1511926581
Cited by
37
References
5
Citations by year
2026: 1 · 2025: 2 · 2024: 5 · 2023: 3 · 2022: 2 · 2021: 6 · 2020: 2 · 2019: 4 · 2018: 3 · 2017: 1 · 2016: 3 · 2015: 2 · 2014: 2 · 2012: 1
Type
other
Language
en
Open access
closed
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › Higher Education Research Studies
Keywords
teaching methods, learning strategies, university teaching, academic performance

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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