John Hattie

John Hattie
University of Melbourne | MSD · Melbourne Graduate School for Education

About

399
Publications
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39,286
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Publications

Publications (399)
Article
Full-text available
The purpose of this article is to provide one prominent perspective from the research literature on a conception of feedback in educational psychology as proposed by John Hattie and colleagues, and to then adapt these concepts to develop a framework that can be applied in music performance teaching at a variety of levels. The article confronts what...
Article
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The impact of COVID‐19 (SARS‐CoV‐2) pandemic school lockdowns on the mental health problems and feelings of loneliness of adolescents with neurodevelopmental disorders (NDDs) is hypothesized to be greater than that of their non‐NDD peers. This two and a half year longitudinal study compared changes in the mental health and loneliness of Western Aus...
Article
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Introduction: Longitudinal research examining the impact of coronavirus disease 2019 (COVID-19) school closures on the mental health of adolescents is scarce. Prolonged periods of physical and social isolation because of such restrictions may have impacted heavily on adolescents' mental health and loneliness. Methods: The current study addresses...
Article
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In the current education climate, Australian schools are encouraged to provide arts programs, yet there is little dedicated funding for provision and leadership must balance resource allocation with other curriculum and policy priorities. To determine how best to support school leaders in this area, we undertook a three-year project with local indu...
Article
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Collective intelligence (CI) is said to manifest in a group’s domain general mental ability. It can be measured across a battery of group IQ tests and statistically reduced to a latent factor called the “ c- factor.” Advocates have found the c- factor predicts group performance better than individual IQ. We test this claim by meta-analyzing correla...
Article
Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary scho...
Article
A critical aspect of evaluator education and professional learning is to educate evaluators who know the major evaluation models and learn how to manage relationships and solve complex problems when conducting, critiquing, developing and interpreting evaluations. The American and Australian Evaluation Associations have specified desired evaluator c...
Article
This paper reports on the evaluation of the final year of a three-year professional learning intervention underpinned by a student-centred model of feedback. School leaders, teachers, and students in 13 Australian state schools participated in the research. The professional learning was contextualised in Year 3 English, with a focus on writing. Dat...
Article
This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention a...
Chapter
The commentary commences with the proposition that “We have to get TPAs right”. Hattie starts with the recognition that teacher education has already been the subject of extensive review and critique, with a succession of reform attempts. He notes that ITE programs across Australia illustrate remarkably high variance in quality measures. Hattie not...
Book
This book offers practical applications of the research literature to articulate principles and practices that we have seen support the development of teaching expertise. We explore how specific design and leadership approaches can be integrated to form a useful framework for leading teacher professional learning. We account for the increasingly co...
Article
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Feedback is powerful but variable. This study investigates which forms of feedback are more predictive of improvement to students’ essays, using Turnitin Feeback Studio –a computer augmented system to capture teacher and computer-generated feedback comments. The study used a sample of 3,204 high school and university students who submitted their es...
Article
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This article outlines a meta-analysis of the 10 learning techniques identified in Dunlosky et al. (2013a), and is based on 242 studies, 1,619 effects, 169,179 unique participants, with an overall mean of 0.56. The most effective techniques are Distributed Practice and Practice Testing and the least effective (but still with relatively high effects)...
Article
Despite the longstanding recognition of the power of feedback to enhance student learning outcomes, its potential is often not realised in classroom practice. Recent research highlights the need for a student-centred perspective to enable effective feedback practices that foster student self-regulation. Based on an identified gap in the literature,...
Chapter
Established as a Special Research Initiative of the Australian Research Council (ARC), the Science of Learning Research Centre (SLRC) was purposed with developing a scientific evidence base that can be used to inform teaching practices. A virtual research centre with nodes in each of Australia's mainland states, the SLRC served to bring together re...
Chapter
Although only gaining attention at an international policy level recently for its potential to reform education globally as discussed by MacGaw in the opening chapter to this book, the science of learning as an academic pursuit is not a new notion. One may argue that many of the same educational psychology questions and ideas that have been around...
Article
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The aim of this paper is to provide a number of reasoned and evidence-supported arguments and a list of recommendations for reducing the impact of academic rejection. A brief literature review examined the prevalence and negative impacts of academic rejection including its purported purposes, predictors, and consequences. Findings revealed that the...
Article
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The Science of Learning (SoL) is fundamental to the renaissance of learning, reinstating learning, and how to promote it as the core business of education. Emerging as a new endeavour of study at the beginning of the 21st century, SoL adopts a multi-disciplinary approach to increase our understanding of learning through the convergence of neuroscie...
Article
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Coach observation studies conducted since the 1970s have sought to determine the quantity and quality of verbal feedback provided by coaches to their athletes. Relatively few studies, however, have sought to determine the knowledge and beliefs of coaches that underpin this provision of feedback. The purpose of the current study was to identify the...
Article
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Coach observation studies commonly examine training and competition environments, with little attention paid to the ways in which coaches provide video feedback in a performance analysis setting. In addition, few studies have considered the reception of feedback by an athlete, or the characteristics of the athlete that may support or hinder feedbac...
Article
Motivation is fundamental to human agency and volitional behavior, and several influential theories have been proposed to explain why individuals choose or persist in a course of action (over others). New terms and concepts have proliferated as the theoretical models aim to be comprehensive, at the expense of parsimony. The theoretical models cover...
Article
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Purpose High levels of collective teacher efficacy (CTE) within a school is known to be associated with improved student learning. CTE is a marker of the level of shared efficacy among teachers within a school. Knowledge of the levels of CTE within a school does not, though, support its development. To properly support school leaders in nurturing C...
Article
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Background: Coach observation studies have been a mainstay of coaching science research for decades, with a major focus on the use of instruction and feedback by coaches. However, relatively few studies have investigated feedback provided in a live competition setting, with a majority focussing on the training environment. As such, little is known...
Article
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A meta-analysis (435 studies, k = 994, N > 61,000) of empirical research on the effects of feedback on student learning was conducted with the purpose of replicating and expanding the Visible Learning research (Hattie and Timperley, 2007; Hattie, 2009; Hattie and Zierer, 2019) from meta-synthesis. Overall results based on a random-effects model ind...
Article
This study analysed students’ attitudes towards school and the relationship between these attitudes and reading performance. Using a sample of 57,572 Year 7 and 9 students from 306 Victorian government schools, the analysis combined two de-identified data sets – students’ responses to the Student Attitudes to School Survey and their performance in...
Article
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Cognitive Load Theory is an evolutionary based theory of learning centered upon the cognitive architecture of the brain, which outlines a series of empirically based instructional effects that ensure efficient and effective learning. While the research upon which Cognitive Load Theory is based has generally aimed at controlling the impacts of the s...
Article
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Feedback literature is dominated by claims of large effect sizes, yet there are remarkable levels of variability relating to the effects of feedback. The same feedback can be effective for one student but not another, and in one situation but not another. There is a need to better understand how students are receiving feedback and currently there i...
Article
The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was t...
Article
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A number of studies have recently demonstrated a high level of belief in ‘neuromyths’ (fallacious arguments about the brain) amongst trainee and non-award winning educators. The authors of these studies infer this to mean that acceptance of these neuromyths has a negative impact on teaching effectiveness. In this study, we explored this assumption...
Chapter
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While speedy reporting is appreciated, there is little point in such timeliness if test reports are not well-designed and effectively communicative. Hence, this chapter describes various principles of effective report design derived from decades of empirical and theoretical research into the communication of complex information to lay readers and u...
Article
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The study discussed in this article examines the experiences of teachers participating in a district-wide Educational Design Research (EDR) initiative, with a particular focus on any perceived changes in teacher practices. McKenney and Reeves (2013) claimed that one of the two main goals of EDR is to benefit practice, but to date this claim has bee...
Article
School choirs have been stigmatised for adolescent males in New Zealand, resulting in constraints in involvement, bullying, and threat to gender identity. In other national contexts, boys who sing in choirs have experienced a negative stereotype associated with accusations of inferior masculinity, yet little research has probed whether such forces...
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Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individu...
Article
Although the notion of sustainability is popular in rhetoric associated with arts programmes in Australian schools, shared meanings are lacking. References to sustainability may be rooted in any combination of pragmatic, economic and/or health bases. We chose to investigate what stakeholders involved in the provision of school-based arts practices...