John Hattie, is currently the world leader in educational research. His Meta-analysis on factors that effect teaching and learning are a source of inspiration and change for principals and system leaders.
John Hattie is an Honorary Professor in the Faculty of Education at Auckland University (New Zealand), and is currently the Professor of Education and Director of the Melbourne Education Research Institute, at the University of Melbourne (Australia). He has written books on; ‘Intelligence and Intelligent Testing’, ‘Unlocking Formative Assessment’ and most notably ‘Visible Learning’. His work focuses on influencing practice in Teaching and Learning, and he has the biggest database on what REALLY impacts student achievement, as the latter book suggests.
I heard John Hattie give a talk in 2009 at the annual Anne. D Clark Lecture for the Catholic Education Office of Parramatta. John’s talk was not as much inspiring but thought provoking. After looking at the need for the Re-imaging of Schooling in the 21st Century – Dr Peter Senge (as previously discussed), John’s research provides direction for schools and systems to inject their precious time, effort and funds towards the improvement of student attainment.
In understanding John’s research in terms of numbers, on his table titled ‘Effect Sizes‘ (below), it is important to know that an effect size greater that 0.4 is something that needs to be a focus at a teacher, school and system level.
Here an effect-size of 1.0 is typically associated with:
- Advancing learners’ achievement by one year, or improving the rate of learning by 50%
- A two grade leap in GCSE, e.g. from a C to an A grade
An effect size of 1.0 is dramatic. It is defined as an increase of one standard deviation.
- An effect size of 0.5 is equivalent to a one grade leap at GCSE
- An effect size of 1.0 is equivalent to a two grade leap at GCSE
- An effect size above 0.4 is above average for educational research