Visible Learning¶
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Cited by¶
5 citations across 5 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Cognitive Apprenticeship
- Hattie's (2009) Visible Learning synthesis of meta-analyses provides comparative effect-size evidence for the component techniques (reciprocal teaching, scaffolding, feedback, metacognitive instruction) that cognitive apprenticeship integrates, even where the labeled construct itself is not directly meta-analyzed.
This sourceMeta-synthesis of effect sizes providing comparative evidence for cognitive-apprenticeship component techniques (reciprocal teaching, scaffolding, feedback, metacognitive instruction) — supports D48-015. Verified existing and supporting. CITATION-FIX: the file's annotation was mismatched (described 'differentiation' and a 'contested-construct status of differentiation', text belonging to another prime); annotation corrected to describe what it supports here.
- Hattie's (2009) Visible Learning synthesis of meta-analyses provides comparative effect-size evidence for the component techniques (reciprocal teaching, scaffolding, feedback, metacognitive instruction) that cognitive apprenticeship integrates, even where the labeled construct itself is not directly meta-analyzed.
- Constructivist Learning
- … in his synthesis of more than 800 meta-analyses in Visible Learning, similarly finds that the largest effect sizes belong to teacher-orchestrated practices (feedback, formative evaluation, direct instruction) rather than to unstructured discovery, reinforcing that constructivism without expert design under-delivers.
This sourceSynthesis of 800+ meta-analyses finding the largest effect sizes for teacher-orchestrated practices (feedback, formative evaluation, direct instruction) over unstructured discovery (inline, Notes — link added; prior annotation about 'differentiation' corrected).
- … in his synthesis of more than 800 meta-analyses in Visible Learning, similarly finds that the largest effect sizes belong to teacher-orchestrated practices (feedback, formative evaluation, direct instruction) rather than to unstructured discovery, reinforcing that constructivism without expert design under-delivers.
- Differentiated Instruction
- In teacher professional development, differentiation is one of the most-frequently-addressed topics; Tomlinson's ASCD book series has sold millions of copies internationally, even as Hattie's (2009) Visible Learning meta-synthesis classifies differentiation among the practices whose effect sizes are highly variable and contingent on implementation fidelity.
This sourceMeta-synthesis of educational-intervention effect sizes establishing the ~0.40 hinge point and documenting wide effect-size variation contingent on implementation. Note: Hattie treats 'differentiation' as an application of strategies rather than a discrete intervention with its own variable effect size, so the specific attribution at marker 101 overreaches (see flag).
- In teacher professional development, differentiation is one of the most-frequently-addressed topics; Tomlinson's ASCD book series has sold millions of copies internationally, even as Hattie's (2009) Visible Learning meta-synthesis classifies differentiation among the practices whose effect sizes are highly variable and contingent on implementation fidelity.
- Scaffolding
- Hattie's (2009) Visible Learning meta-synthesis of more than 800 meta-analyses places scaffolding-related practices (feedback, formative evaluation, reciprocal teaching, direct instruction with worked examples) consistently among the largest-effect-size influences on student achievement, supporting cross-domain transfer of the technique.
This sourceMeta-synthesis of educational-intervention effect sizes; classifies practices like differentiation as highly contingent on implementation fidelity and finds that effect sizes vary widely across studies, contributing to the contested-construct status of differentiation in the empirical literature.
- Hattie's (2009) Visible Learning meta-synthesis of more than 800 meta-analyses places scaffolding-related practices (feedback, formative evaluation, reciprocal teaching, direct instruction with worked examples) consistently among the largest-effect-size influences on student achievement, supporting cross-domain transfer of the technique.
- Summative Assessment
- T6: Summative-Formative Distinction vs Instrument Dual-Use. Hattie's (2009) Visible Learning synthesis amplifies this tension by demonstrating that effect sizes for assessment-related practices depend heavily on whether information is used formatively to guide learning or summatively to certify it, even when the underlying instruments overlap.
This sourceMeta-synthesis of educational-intervention effect sizes; classifies practices like differentiation as highly contingent on implementation fidelity and finds that effect sizes vary widely across studies, contributing to the contested-construct status of differentiation in the empirical literature.
- T6: Summative-Formative Distinction vs Instrument Dual-Use. Hattie's (2009) Visible Learning synthesis amplifies this tension by demonstrating that effect sizes for assessment-related practices depend heavily on whether information is used formatively to guide learning or summatively to certify it, even when the underlying instruments overlap.
Verification¶
This reference passed the adversarial substantiation pipeline: it was checked to exist and to support the claim it is attached to. See how references were verified.
Registry ID ref:f703ef9dcc0a · see in the full table