Visible Learning Insights
Abstract
Visible Learning Insights presents a fascinating ‘inside view’ of the ground-breaking research of John Hattie. Together, the authors John Hattie and Klaus Zierer embark on a mission to build on the internationally renowned work and combine the power and authority of the research with the real ‘coal face’ experience of schools. Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes. It includes: An in-depth dialogue between John Hattie and Klaus Zierer. Clearly structured chapters that focus on the core messages of ‘Visible Learning’ and infer practical consequences for the everyday job of teaching. FAQs to Visible Learning that provide an invaluable introduction to the language of learning and success in schools. An overview of the current data set with over 1,400 meta-analyses. Intended for teachers, teacher students, education researchers, parents, and all who are interested in successful learning, teaching, and schooling, this short and elegant introduction outlines just what is required to translate Hattie’s research into improved school performance.
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Visible Learning meta-syntheses indicated a high effect (between 0.70 and 0.79) of feedback on student achievement in general.
“These indicated a high effect (between 0.70 and 0.79) of feedback on student achievement in general.”
From The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020) · cites this paper as Hattie and Zierer (2019)
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The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research
Wisniewski, B., Zierer, K., & Hattie, J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03087 · Cited by 1,199 · see citing works
“More specifically, in the classroom domain, Hattie and Timperley (2007), Hattie (2009), and Hattie and Zierer (2019) conducted meta-syntheses relating to the effects of feedback on student achievement (which we refer to as Visible Learning research).”
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- Authors
- Hattie, J., & Zierer, K.
- Affiliations
- The University of Melbourne (AU)
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2019-04-25
- OpenAlex
- W2943172673
- Cited by
- 161
- References
- 0
- Citations by year
- 2026: 11 · 2025: 13 · 2024: 28 · 2023: 49 · 2022: 28 · 2021: 14 · 2020: 12 · 2019: 5 · 2018: 1
- FWCI
- 22.28
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- visible learning, John Hattie, effect size, meta-analysis, teaching practice, academic performance, learning outcomes, teacher professional development
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