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.
Supported in partVerified against the work's full text
The fetched text is the publisher's blurb: it confirms a synthesis of over 800 achievement meta-analyses naming feedback and teaching strategies, but says nothing of reciprocal teaching, scaffolding, or metacognitive instruction.
“This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding.”
- 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.
Supported in partVerified against the work's full text
The Routledge description confirms a synthesis of over 800 meta-analyses of influences on school achievement and names feedback, but it does not rank scaffolding-related practices or say anything about scaffolding or cross-domain transfer.
“This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding.”
- 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¶
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