Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
Abstract
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. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
... Os aspectos e processos envolvidos na aprendizagem têm recebido atenção de pesquisadores em diferentes esferas, níveis de ensino e períodos históricos. Uma questão que vem ganhando destaque internacional em pesquisas de todos os níveis escolares é a calibração, conceituada, de modo amplo, como o quanto o julgamento que uma pessoa faz sobre a própria expectativa de aprendizagem condiz com os resultados obtidos (Hattie, 2009;Klassen, 2002;Kuncel, Crede & Thomas, 2005). No entanto, há uma falta de consenso na literatura sobre sua definição. ...
... De maneira geral, as definições se alinham no que tange à aproximação entre a autoavaliação dos estudantes quanto ao próprio desempenho e a realização das tarefas. Todas as definições ressaltam a realização de uma tarefa em específico, sendo que quanto mais específica a tarefa, maior é a chance de haver calibração entre expectativa e realização (Alexander, 2013;Hattie, 2009;Klassen, 2002). Nota-se que as definições também estão relacionadas ao momento da avaliação, ora os julgamentos são realizados antes da tarefa (Dunlosky & Thiede, 2013;Klassen, 2002), ou após a tarefa (Alexander, 2013;Van Loon, Bruin, Van Gog & Van Merriënboer, 2013). ...
... A calibração inadequada entre a autopercepção do que se sabe e a real aprendizagem, torna o estudo insuficiente, o que poderá trazer resultados indesejados de aprendizagem, como baixo desempenho ou fracasso nas avaliações a que são submetidos. De maneira geral, estudantes tendem a se dedicar a estudar apenas o conteúdo que eles acreditam que não sabem e tendem a encerrar os estudos quando consideram que já internalizaram esse conteúdo (Dinsmore & Parkinson, 2013;Hattie, 2009). Ademais, os alunos de baixo desempenho tendem a identificar menos o que eles não sabem ou o quão próximo estão do objetivo, além de apresentarem menor habilidade para a aprendizagem (Dinsmore & Parkinson, 2013). ...
... However, in the context of FL reading instruction, researchers state that the students cannot appropriate all the strategies on their own. It is then often a question of scaffolding the learning, i.e. to carry it out step by step (Anderson, 1999;Hattie, 2010;Jiang et al., 2020). This is where the teacher comes in; teaching strategies must involve explicit instruction through repeated and diversified training (Mason et al., 2016;Rosenshine, 1983). ...
... Being an explicit teacher has proven to be particularly effective in improving students' skills in all types of subjects (Alderson, 2005;Hattie, 2010;Pressley & Harris, 1990). Indeed, Hattie's work Visible learning, which allows researchers to combine data from more than 800 metaanalyses and examines to what extend teachers' interventions can make a difference in students' learning, emphasizes the value of explicit teaching. ...
... Some research adds that it is especially important to teach students to distinguish the conditions, i.e. the procedural knowledge, under which they need one or another strategy (Anderson, 2004;Carrell, 1989;Carrell et al., 1998;Hattie, 2010). Teaching only the useful strategies that apply to the task affects the perceived effectiveness of these strategies and thus text comprehension (Barnett, 1988;Carrell et al., 1989Carrell et al., , 1998Goodman, 1988). ...
This MA thesis is a research work in language didactics. This dissertation focuses more specifically on the explicit teaching of reading comprehension strategies and the role such teaching can play in improving secondary-school students’ foreign language reading skills. It combines the analysis of scientific literature, the analysis of legal prescriptions from the WBF, declarative data collected after interviewing two Ph.D. students, as well as the analysis of WBF teachers’ declarative data (by means of an online survey). Finally, alongside the recognition of the need for and effectiveness of reading comprehension strategies in foreign language teaching and learning, this dissertation seeks to illustrate the explicit teaching of reading comprehension strategies. This is in fact one of its missions, i.e. with these various analyses, I try to answer the following problem: How to effectively implement the explicit teaching of reading comprehension strategies in high school classes learning a foreign language in the WBF?
... 47 As Ladwig and Gore (2003, p. 23) observe, 'serious engagement, however, often lacks demonstrable forms'. Further, up to 40% of what is actually occurring in classrooms is missed by teachers (Nutall as cited in Hattie, 2009). Drew's success has been less than universal and he is often surprised by which students get engaged: ...
... Teachers are the most powerful in-school influence on student achievement (Hattie, 2009). In classrooms, successful pedagogy is underpinned by educators actively teaching using the set of practices called 'direct guidance' or 'explicit teaching' in partnership with active studentcentred learning. ...
... Direct guidance or explicit instruction is a set of teaching practices recognised as having the most significant impact on student achievement (CESE, 2015;Hattie, 2009Hattie, , 2012. In the haptic history praxis of educators in this study, the teacher is best characterised as the 'activator' of learning (Hattie, 2009, p. 25;Hattie & Yates, 2014, p. 72ff) and the 'meddler-in-the middle' (McWilliam, 2009, p. 290). ...
This thesis was prompted by the issue of widespread student disengagement in history classrooms. I argue that a key factor in student disengagement with school history is disciplinary history’s pedagogic legacy as an ocular, text-focused intellectual pursuit. This is part of a broader disjunction between public and academic history. Ordinary people primarily make sense of the past through the materiality of things—through objects, artefacts, landscapes and their bodies—but this is not reflected in the way history is usually taught in schools. My research addresses this problem by developing a materialist model of history pedagogy— ‘haptic history’—that has been derived from a close analysis of two groups who employ materiality in their history praxis: school teachers, who self-identify as employing a materialist approach in their history teaching; and historical re-enactors/living historians. These groups are the focus of this study. They have an avowed educative goal and use the materiality of the past as both source and method, to construct historical knowledge, ‘do’ historical thinking and experience historical consciousness. I explore the materialist praxis of these groups using a qualitative methodology of surveys, in-depth interviews, auto-ethnography, focus groups and case studies. In analysis, I draw on Collingwood’s idea of history, together with interdisciplinary and theoretical insights from the fields of archaeology, social anthropology, museum, performance and material culture studies, to unpick and analyse the way materiality is used in these contexts as forms of historical consciousness and historical thinking. The analysis is then used to construct a model of haptic history pedagogy, with guideposts to support teacher classroom praxis. In the process of building a haptic history model of pedagogy, my research makes broader arguments around materiality and history. I argue that materiality is a significant part of ‘historical consciousness’ and our sense of self as historical beings. I further conclude that the (co)agency of ‘things’ weave webs of entanglement and connection between people in the present and the past that are deeply connective, engaging and serve to foster kinaesthetic empathy. This conclusion warrants an expansion of current models of historical empathy beyond the cognitive and affective, to include the kinaesthetic dimension. My research makes a significant contribution to history pedagogy by demonstrating the importance of touch and embodiment as performative and experiential modes for knowing the past. I demonstrate that when the materiality of history is experienced synergistically through ‘heads, hands and hearts’, the historical sensation of ekstasis is facilitated. This research further contributes to issues of access and equity in history education; haptic history’s materialist approach engages a wide range of learners, especially (but not exclusively) those who struggle to engage with traditional, text-heavy forms of history. Beyond history pedagogy, this study advances the case for disciplinary history to embrace the possibilities and opportunities inherent in interdisciplinary approaches to the study of the past. In venturing into the field of materiality, my research also raises significant questions around the co-agency of things in history, and in doing so joins others in prompting a reconsideration of an exclusively anthropocentric view of agency in the past.
... In education, such commonalities, if found reliably, are potentially extremely useful, as they can advise educational policy and practice in a wide range of contexts. Perhaps the most obvious example of works that do this are systematic reviews such as meta-analyses (e.g., Hattie, 2009Hattie, , 2012Marzano, 1998) and metasyntheses or metasummaries (e.g., Anderson & Taner, 2023), all of which attempt to summarise the findings of multiple studies to identify what practices, interventions, factors or influences lead to more learning. Comparable attempts to 'essentialise' the findings of what are typically referred to as 'robust' research are frequently offered by powerful organisations supporting this tendency (e.g., the Institute of Education Sciences in the US and the Education Endowment Foundation in the UK) and promoted by them as 'evidence-based' practice. ...
... Firstly, both reviews clearly support the opinion that teachers and teaching quality matter, as others (e.g., Hattie, 2009Hattie, , 2012 have already demonstrated. Secondly, for teachers to be effective, they need to have an extensive, integrated knowledge base, both of their subject and how to teach it -Shulman's pedagogical content knowledge (1987) is supported by both reviews. ...
... With regard to specific teaching strategies and approaches used in the classroom, this is likely to be more subject-specific, although there is clear evidence to support Nurjahan's balance of whole-class and collaborative learning, consistent with the well supported, albeit misleadingly named, 'Direct Instruction' (see Hattie, 2009). Collaborative learning receives particular emphasis in both expert teacher studies (Berliner, 1991;Gross, 2014) and the literature on effective teaching in developing countries; Westbrook et al. (2013) found that 15 studies supported the 'varied use of whole class, group and pair work' (p. ...
There are many expert teachers working in the global South and we can learn a great deal from them. Neither of these claims should be surprising, yet to date there has been almost no research conducted on expert teachers working in Southern contexts. Instead, the huge sums of money invested in attempting to improve teacher quality in the South have frequently been directed towards introducing exogenous practices or interventions that may be culturally inappropriate, practically infeasible and ultimately unsustainable – often failing as a result. In this pioneering book, Jason Anderson provides an authoritative overview of the practices, cognition and professionalism of expert teachers working in low-income contexts. By drawing upon both systematic reviews of teacher expertise and effectiveness research, and his own fieldwork in India, he argues that without an understanding of expert teachers working in all contexts worldwide, we cannot truly understand expertise itself.
... A framework for quality teaching in science Teaching quality is one of the most critical school variables that influence student performance and the success of educational systems (Hattie, 2009;Klette et al., 2017;OECD, 2005). Nevertheless, good science education comes in many forms. ...
... the relationship between inquiry-based teaching and science achievement has remained somewhat inconclusive. Some studies have demonstrated that inquiry activities positively affect science achievement and conceptual understanding (Hattie, 2009;Minner et al., 2010;Nilsen & Frøyland, 2016;Schroeder et al., 2007). Nevertheless, there is also evidence that frequent inquiry-based teaching can be negatively correlated with students' achievements (Cairns & Areepattamannil, 2019;Chi et al., 2018). ...
... Against the backdrop of conflicting evidence of the links between inquiry-based teaching and student achievement (e.g. Cairns & Areepattamannil, 2019;Chi et al., 2018;Hattie, 2009;Minner et al., 2010;Teig, 2021) and growing consensus that 'more isn't always better (Teig et al., 2018), our study has heeded calls for investigating the quality, rather than the quantity, of inquiry practices in science classrooms. By observing 20 Norwegian science classrooms at the primary-and lower-secondary level, we have provided a thorough characterisation of what inquiry-based teaching looked like in the observed classroomsand which factors influenced the teaching quality. ...
A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual classroom practices. In this paper, we operationalise teaching quality through an observation manual, and we drew on this manual to systematically analyse video data of instructional practices in 20 Norwegian science classrooms at the primary and lower-secondary school level (73 observed lessons and about 450 students). We identified varying quality in the individual inquiry phases and differences between primary and lower-secondary schools. We observed that primary-school students collected and documented data more systematically than lower-secondary students and that consolidations were slightly more emphasised and of higher quality at the lower-secondary than at the primary level. Moreover, our findings indicate that inquiry-based teaching gave students more freedom to make their own choices and increased the quality of student participation in the classroom. Based on our findings, we discuss how teachers can improve the quality of inquiry-based instruction and empower students in the classroom.
... Sistematik bir gözden geçirme, "… belirli bir konuyla ilgili tüm çalışmaların bir araya getirilerek, tarafsızlık esasına dayalı stratejilerin uygulanarak, eleştirel değerlendirmesi ve sentezi" olarak tanımlanırken (Chalmers vd., 2002) metaanaliz; sistematik derlemeye dâhil edilen, belirli bir konuda yapılan araştırmaların nicel sonuçlarına odaklanmış, bu araştırmaların bulgularından elde edilen bilgiyi bütünleştirmek ve genel bir özet oluşturmak için kullanılan bir etki boyutları biçiminde sentezleme yapan istatistiksel yöntem olarak karşımıza çıkmaktadır (Card, 2012;Cooper, 2017;Karaçam, 2013;Lewis, 2000;Littell vd., 2008;Rosenthal, 1991). Çoğu zaman, sistematik yöntemlerin sentezleme için, eğitimsel araştırmaların yoğunlaştığı alanlardaki sonuçların ve/veya farklı bulgular elde edilen çalışmaların anlaşılması için en güvenilir yol olduğu öne sürülmektedir (Hattie, 2009;Wright, Brand, Dunn, ve Spindler, 2007). Meta analizler ile birlikte sistematik incelemeler genellikle, ortaya koydukları bilimsel kanıtların açık ve güvenilir olması nedeniyle zirvede görülürler (Torgerson, 2003). ...
... Ayrıca bu çalışmanın moderatör analizi sürecindeki bazı önemli noktaları açıklamakta Benzer araştırmalarda çeşitli derslerdeki akademik başarılara ilişkin yapılan metaanalizlerde; proje tabanlı öğrenme (Ayaz ve Söylemez, 2015), işbirlikçi öğrenme (Biçer, 2017;Capar ve Tarim, 2015;Hattie, 2009;Johnson vd., 2000b;Kyndt vd., 2013;Savelsbergh vd., 2016;Schroeder vd., 2007;Şen ve Yılmaz, 2013;Springer vd., 1999;Tarım, 2003 ...
Bu araştırmanın genel amacı, ilkokul matematik derslerinde kullanılan öğrenci
merkezli strateji, yöntem ve tekniklerin matematik dersindeki akademik başarıya
etkisini konu edinen deneysel çalışmaları sentezlemektir. Senteze birincil araştırmaların
dâhil edilmesine ilişkin belirli ölçütler kullanılmıştır. Tarama sonucunda 63 çalışma
araştırmaya dâhil edilmiştir. Toplam örneklem büyüklüğü 4835‘dir. Araştırmada
kodlama protokülünün güvenirliği “kodlayıcılar-arası güvenirlik” hesaplanarak iki
aşamada sağlanmıştır. Güvenirlik (AR) 0.88 olarak hesaplanmıştır ve yeterli
görülmüştür (AR>.80). Araştırmanın geçerliği; yayın yanlılığı ve birincil çalışmalardaki
kalite değerlendirmesi, dil yanlılığı, zaman gecikmesi yanlılığı ve veritabanı yanlılığı ile
sağlanmıştır. Yanlılığa rastlanmamıştır. Çalışmanın sistematik derleme bölümünde
veriler betimsel analize tabi tutulmuştur. Meta-analiz sonuçları, öğrenci merkezli strateji
yöntem veya tekniklerin geleneksel öğretim yöntemlerinden daha etkili olduğunu
göstermektedir. 63 çalışmadan ortaya çıkan 66 etki büyüklüğü rastgele etki modeli
altında analiz edildiğinde, etki büyüklüğü 0.787 olarak hesaplanmıştır. Ulaşılan genel
etki değeri çeşitli sınıflandırmalara göre geniş ve orta düzeyde etkiyi göstermektedir.
Moderatör değişkenler analizlerinde uygulama yaklaşımı moderatörü dışındaki
uygulama süresi, yayın türü, veritabanı, sınıf düzeyi, kullanılan ölçek, okula başlama
yaşı, ülke, örneklem sayısı moderatörleri için anlamlı farklılık bulunmamıştır.
... Similar points were reported in the previous study by Huda (2020) in which performing authentic assessment may be challenged (Aziz, Yusoff & Yaakob, 2020) by some factors like student motivation, limited time constraints, higher costs, and the number of components/criteria in authentic assessment (Huda, 2020). Meanwhile, the importance of instructors' capacity to use assessment data and student assessments to improve students' learning has long been emphasized by assessment specialists and researchers among these numerous aspects of teaching competency (eg, Black & Wiliam, 1999;Hattie, 2008;Popham, 2009;Stiggins, 2005). A philosophical framework known as Assessment for Learning (AfL), or assessment to assist students' learning, serves as a general representation of this teacher's assessment expertise. ...
... A philosophical framework known as Assessment for Learning (AfL), or assessment to assist students' learning, serves as a general representation of this teacher's assessment expertise. The Assessment for Learning (AfL) paradigm calls for a change in teacher assessment approaches from merely documenting and evaluating student accomplishment to assisting and motivating students to take an active role in their learning through assessment (Black & Wiliam, 1999;Hattie, 2008;Hattie & Timperley, 2007;Kluger & DeNisi, 1996). ...
There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking
... Therefore, seeking ways to improve the quality of teaching has become integral to contemporary educational policy initiatives around the world. This growing policy emphasis has led to a surge in school leadership research that investigates the factors influencing teachers' classroom practices (Hattie, 2009). Evidence from this research consistently suggests that school leadership is vital to the success of school improvement endeavors, mostly through its potential indirect effects on teaching and learning (Hallinger et al., 2020;Leithwood et al., 2004). ...
... Educational policy reforms worldwide have focused on the critical role that teaching plays in improving student learning outcomes (Goddard et al., 2019). Researchers have concluded that teaching quality is an indispensable part of the school improvement process and thus connect the success of any given policy initiative to the effective classroom practices that are fine-tuned to the specific learning needs of students (Bryk et al., 2010;Hattie, 2009). However, which teaching practices are most effective at improving student learning remains a tough question for scholars. ...
This study explores how and under what boundary conditions school leadership influences tea-chers' instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. We performed a multilevel structural equation modeling with Bayesian estimation to examine the relationships between our constructs. The results showed significant indirect effects of school leadership on teacher instructional practices with the significant mediator role of teacher collective efficacy. However, the distinct contribution of this study lies in exploring the moderator role of uncertainty avoidance on the effect of school leadership on teacher instructional practices through teacher collective efficacy. Our results enhance the field's understanding of how and to what extent cultural aspects of any given society shape the effects of school leadership practices on teaching.
... The acknowledgment that leadership makes a significant difference is a recurring theme in the body of school reform literature (Caldwell & Harris, 2008;Elmore, 2000;Fullan, 1993Fullan, , 2001Fullan, , 2002Fullan, , 2003aHargreaves, 2009;Harris, 2008;Hattie, 2009;Leithwood, 1994;Mazano et al., 2005). The politically driven, ongoing analysis and reflection, and accompanying need for school renewal, casts a spotlight on the need for focused, clear school leadership, which ranks second only to teacher quality in terms of its ability to enhance student results. ...
... The politically driven, ongoing analysis and reflection, and accompanying need for school renewal, casts a spotlight on the need for focused, clear school leadership, which ranks second only to teacher quality in terms of its ability to enhance student results. "School leaders have an indirect impact on student accomplishment through their development of the learning ambiance and culture, instead of having a direct influence on learning," states Hattie (2009). Effective leadership results in effective schools, while its absence results in poor performance at best (Fullan, 2001). ...
This study examines the managerial role of five school principals in Tbilisi in sustaining success and innovation. It describes the management and leadership practices of five school principals, who are considered to be innovative, well-managed, with excellent academic results, and highlights the principals’ own contributions for school innovation and success. The study used the case study method based on the qualitative research method. At each school, opinions on school governance were gathered through individual interviews with the school principal, representatives of local resource centers, and other members of the school board. students and members of the school community. This study provides insight into organizational culture and school changes, as well as the principal role of principals in creating and managing a successful and innovative school. The study uses stakeholder perspectives on school leadership and school performance to provide us with insight into school management in each case, as well as draw attention to differences and similarities between different cases. The research findings highlight the importance of principals’ life experiences in determining their management style and values. Innovative principals identify five common aspects of leadership and related behaviors that characterize their leadership style and underpin the success of their schools. Furthermore, innovation schools have common characteristics. A map of how the principal’s management style and school innovation and success, life experience, five managerial aspects and corresponding behaviors, and other elements of school success are related to innovative aspects of management and leadership has been developed. Realizing what works in successful and innovative schools is the preliminary step in determining how to direct the practice of such schools to those parts of the school that require this experience. The current study demonstrates an innovative management style, demonstrating that some principals are very successful in creating an innovative culture, including behavioral patterns that can be learned and used by people aspiring to innovative and successful school management.
... These studies were conducted in a variety of domains, such as chess, music, sport, computer programming, radiology, and also teaching. Research into teacher expertise, amongst other aims, has focused on defining teacher tasks and the impact of these teacher tasks on student learning (Grossman, 2018;Hattie, 2009), as well as on primary and secondary school teachers' visual interpretation of classroom events (Berliner, 1988;Carter et al., 1988;van den Bogert, 2016;Wolff, 2016). Additionally, several authors have argued that what is understood as teacher expertise may change over time and is culturally dependent (Berliner, 2001;Stigler & Miller, 2018). ...
... In research on teaching a plethora of characteristics of effective teaching are distinguished (e.g., Hattie, 2009;Marzano, 2005). In this literature, it is emphasised that teachers are among the most powerful influences in learning (Hattie, 2009, p. 238). ...
To better support academics in their development as university teachers and to improve recognition of academics’ teaching achievements, a better understanding is needed of academics’ teacher expertise. The studies in this thesis contribute to advancing this understanding in three ways. Firstly, this thesis demonstrates the multifaceted nature of academics’ teacher expertise. The systematic review in this thesis shows that academics’ teacher expertise development involves six teacher tasks and at least three dimensions for expertise development in these tasks. Secondly, this thesis sheds light on how academics’ expertise development in various teacher tasks may be interrelated. Two studies with data about academics’ perceived teacher expertise advance our understanding of academics’ expertise development in various teacher tasks over time and as well as the relationships between the teacher tasks that play a role in this development. A general pattern for academics’ teacher expertise development over time was identified, although with individual exceptions. A subset of teacher tasks was experienced as closely connected. The other teacher tasks were experienced as more loosely coupled to this set of tasks and to each other. All tasks were found to be interrelated through mutually beneficial relationships, meaning that expertise in one task contributed to expertise in another and vice versa. Thirdly, the conceptual analysis in the final study of this thesis provides insight into how academics’ disciplinary knowledge relates to their development as university teachers. Academics’ disciplinary knowledge is not only important for academics’ understanding of the content they are teaching and how to best teach about this content, but also for their decisions about what content taught in the first place. The methodologies and instruments that were used in this thesis as well as the developed conceptualisation of academics’ teacher expertise and its development provide a foundation for future research. Insights from this thesis also provide suggestions for how academics’ teacher expertise development may be strengthened as well as for shaping policies for recognition and reward.
... Although popular and apparently wellreceived, evidence for their impact in the workplace is heterogeneous [13][14][15]. Hattie et al. (2013) hypothesised that almost any approach to learning might work, but later in 2021, they also identified through a metaanalysis ten factors that effectively influence the process of learning [16,17]. Despite a paucity of data on the effect of ATLS on trauma mortality, existing evidence supports its practice as a means of decreasing mortality and improving systems of care globally [18][19][20]. ...
Background
Medical educational courses can be successful from an immediate feedback perspective but not lead to new behaviour or organisational changes in the workplace. The aim of this study was to assess the self-perceived impact of the European Trauma Course (ETC) on Reanima trainees’ behaviour and organisational change.
Methods
A 40-item questionnaire based on Holton's evaluation model was used to evaluate the candidate's perceptions. The results were analysed with descriptive and inferential statistical analysis using nonparametric tests with α = 0.05.
Results
Out of 295 participants, 126 responded to the survey. Of these, 94% affirmed that the ETC modified their approach to trauma patients, and 71.4% described a change in their behaviour. Postcourse responders changed their behaviour in their initial approach to trauma care in the nontechnical skills of communication, prioritisation and teamwork. Being an ETC instructor strongly influenced the acquisition of new material, and this group was able to implement changes in attitudes. Individuals with no previous trauma course experience identified lack of self-efficacy as a significant obstacle to introducing new work-based learning. In contrast, responders with ATLS training noted a lack of ETC colleagues as the main impediment for moving from conceptualisation to experimentation in the workplace.
Conclusions
Participation in the ETC led to behavioural changes in the workplace. However, the ability to influence others and bring about wider organisational changes was more difficult to achieve. Major factors were the status of the person, their experience and self-efficacy. National organisational impact was obtained, which went far beyond our aspirations in acknowledging change in individual daily practice.
Future research studies will include the effect of implementing the ETC methodology on the outcome of trauma patients.
... Self-questioning starts with retrieving prior topic knowledge, a necessary first step for formulating questions and reading the sources with a somewhat critical stance (Salmeron et al., 2018;Surma et al., 2019;Van Gelder, 2005;Yeh, 2009; see also Meneses et al. (2023) and Törmälä & Kulju (2023) in this special issue). It is a goalsetting activity which has proven to be an effective comprehension strategy (Hattie, 2009). It steers the search for sources' main ideas, via guidance and intentional content searches (Carr & Ogle's 1987 'the want to know'). ...
... Another study states that teaching quality is defined as teachers' ability in teaching activities which include students' cognitive activation, support for student learning, and good classroom management [28], [29]. Essential aspects of teaching quality include classroom management, teacher supervision of students, clarity of teaching, learning climate, and completeness of instruction [30], [31]. ...
E-learning technology has a vital role to play in supporting the realization of learning goals during the COVID-19 pandemic. One that is often used is video conferencing technology from Zoom. Many studies have discussed the important role of e-learning technology, but there are still limited studies that examine how the role of Zoom technology in increasing student engagement in online learning. Thus, this study focuses to reveal the impact of online instructional quality using Zoom video conferencing technology on increasing students’ online learning intentions. We use the technology acceptance model (TAM) approach to answer the objectives of this study. This study randomly involved 190 students at Universitas Negeri Jakarta, Indonesia through an online questionnaire. We used structural equation modeling (SEM) analysis to examine the effect on each variable. In addition, we also use a bootstrap confidence interval estimate to investigate the role of mediation. The study results reveal that students' online learning intentions are influenced by perceived usefulness and ease of using Zoom. Also, perceived usefulness and ease of use are proven to mediate the effect of instructional quality on students’ online learning intentions using Zoom video conferencing technology. The results of this study provide important implications for education practitioners to develop engaging online learning for students.
... With the needs of this population in mind, we created a professional development course called Teaching Science at University (TSU) at the University of Zurich. Our drive to develop the course also came from our observation that subject-specific pedagogical development opportunities were generally lacking in higher education and from research suggesting that subject-specific pedagogical knowledge known as pedagogical content knowledge (PCK) is associated with student learning (at least in K-12; e.g., Hattie, 2009;Coe et al., 2014;Neumann et al., 2019). PCK is specialized knowledge about teaching that falls at the intersection of disciplinary expertise (content knowledge, CK) and general pedagogical knowledge (PK; Shulman, 1986). ...
concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to make these important connections for learning. We conducted qualitative content analysis of analogies in teaching plans designed by 75 graduate teaching assistants who participated in the module between 2018 and 2021. The module is part of a course on Teaching Science at University (TSU) and pairs cognitive science with a structured analogy design tool, originally developed for K-12 education. Most course participants used the tool systematically and developed analogies linking abstract science target concepts with students' everyday experiences; however, some analogies contained a high cognitive load or unaddressed anthropomorphic logic that might negatively impact learning. Participants' reflections on their learning in the module suggested a new awareness of the need for planning and for active student discussion of analogies, particularly where they break down. This research has shown that TSU's stepwise guidance using a structured pedagogical tool for planning and teaching with analogies is highly suitable for higher education.
... Berbagai studi menunjukkan bahwa wali kelas yang memiliki keterampilan dalam memberikan solusi dapat membantu siswa untuk memecahkan masalah mereka dan mencapai hasil yang lebih baik. Wali kelas yang mampu memberikan solusi yang tepat juga dapat membantu siswa untuk meraih prestasi akademik yang lebih baik dan mengurangi masalah perilaku (Cano-García, F. J.,Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á, 2013;Darling-Hammond, L, 2000;Hattie, J, 2009;Johnson, B. R, 2012; dan Kounin, J. S, 1970). ...
The frequency of interaction between homeroom teachers and students and parents/guardians aswell as the level of homeroom involvement in overcoming student problems and providingappropriate solutions are important factors in student management in schools. The resul ts of theliterature review show that frequent and positive interactions between homeroom teachers andstudents and parents/guardians can increase learning motivation, parental participation ineducation, and reduce deviant behavior. However, overly frequent and excessive interactions canhave the opposite effect, such as reducing students' confidence and increasing anxiety. Homeroomteachers also have an important role in overcoming student problems and providing appropriatesolutions to address various student problems. However, the level of homeroom involvement canvary depending on factors such as experience, motivation, and ability. Therefore, support andtraining are needed for homeroom teachers to improve their skills and involvement in helpingstudents overcome problems and achieve better results. It is important to find the right balance inthe frequency of interactions and ensure that those interactions are of good quality and positive tosupport the achievement of student learning goals.Keywords: frequency of homeroom interaction; quality of homeroom interaction; homeroomengagement levelAbstrak: Frekuensi interaksi antara wali kelas dengan siswa dan orang tua/wali murid serta tingkat keterlibatan wali kelas dalam mengatasi permasalahan siswa dan memberikan solusi yang tepat merupakan faktor penting dalam manajemen peserta didik di sekolah. Hasil literature review menunjukkan bahwa interaksi yang sering dan positif antara wali kelas dengan siswa dan orang tua/wali murid dapat meningkatkan motivasi belajar, partisipasi orang tua dalam pendidikan, dan mengurangi perilaku menyimpang. Namun, interaksi yang terlalu sering dan berlebihan dapat memiliki efek yang berlawanan, seperti mengurangi kepercayaan diri siswa dan meningkatkan kecemasan. Wali kelas juga memiliki peran penting dalam mengatasi masalah siswa dan memberikan solusi yang tepat untuk mengatasi berbagai masalah siswa. Namun, tingkat keterlibatan wali kelas dapat bervariasi tergantung pada faktor-faktor seperti pengalaman, motivasi, dan kemampuan. Oleh karena itu, dukungan dan pelatihan diperlukan bagi wali kelas untuk meningkatkan keterampilan dan keterlibatan mereka dalam membantu siswa mengatasi masalah dan mencapai hasil yang lebih baik. Penting untuk menemukan keseimbangan yang tepat dalam frekuensi interaksi dan memastikan bahwa interaksi tersebut berkualitas baik dan positif untuk mendukung pencapaian tujuan belajar siswa.Kata kunci: frekuensi interaksi wali kelas; kualitas interaksi wali kelas; tingkat keterlibatan wali kelas
... Pedagogical practice offers students the possibility to concretely implement the fundamental concepts, theories and knowledge gained within other main disciplines studied at the university. Students can also develop a clearer perspective of the different children's' learning needs and the teachers' role (Hattie, 2009). Silva (2021, pp. ...
... Furthermore, it makes them believe they are less aided by their lecturers than their lecturers think [21]. Hattie's (2009) in his research indicated that distance education among the least contributing factors to students' achievement (d=.09). Both Aldosari et al. (2022) and Rahmawati and Sujono (2021) are in agreement partly with Kemp and Grieve's (2014) social isolation drawbacks encountered in online learning. ...
The purpose of the current study was to investigate the contributing factors to trainees' satisfaction of online training in post COVID19 era in Saudi Arabia. The study followed the quantitative research method, and the tool of the study was a questionnaire prepared for the purpose of this study, and total of 1936 participants took part in this study. The data of this study was analyzed by using different statistical methods such as Cronbach's alpha test, means, frequencies, percentages, and t-test. The result showed that there are significant differences between online and face-to-face training on overall satisfaction favoring the online training and favoring females' trainers. Generally, the result revealed that the effect of interaction between participants in online training was positive on the outcomes. Perhaps, the results of this study will be an important addition to develop the planning of the online learning process and aiding in the formulation of future educational policies.
... Z nekim nenavadnim navdušenjem skušamo tudi v slovenske šole vpeljati formativno spremljanje. To je verjetno posledica že dalj časa trajajočih poskusov, ki so v posamičnih primerih prinesli odlične rezultate, in pa posledica prepričanja, da je pa to vendarle tisto, kar deluje, kakor trdijo ključni avtorji formativnega preverjanja (Black in Wiliam, 2001; Dumont in sod., 2013; Hattie, 2009). Z zavedanjem, da je naš primer teoretične narave in ni bil preizkušen pri pouku in da je v praksi s formativnim preverjanjem -še zlasti pa s formativnim spremljanjem -na splošno veliko težav, predstavljamo primer učne priprave, ki vključuje nekaj ključnih prvin formativnega spremljanja in/ali preverjanja. ...
... V svetu je veliko raziskav o tem, kaj je tisto, kar pri pouku in učenju deluje. Dobro oporo daje Hattiejeva analizna raziskava (Hattie, 2009), v kateri je avtor pregledal prek osemsto raziskav z vsega sveta, ki so ugotavljale, kateri so pomembni in za učenca močni oporni 1 učni dejavniki. Pokazalo se je, da ima največjo oporno moč sprotna povratna informacija; tako povratna informacija učitelja in sošolcev kot samoinformiranje, ki je plod učenčevega sprotnega (samo)preverjanja. ...
... Además, dicho nivel cognitivo se muestra como una variable capaz de predecir el rendimiento escolar. Nuestros resultados son consistentes con la literatura precedente que señala a la inteligencia como la variable más determinante para alcanzar el éxito escolar (Hattie, 2013;Spinath et al. 2010). ...
Resumen: Este estudio examina el impacto de las disfunciones ejecutivas y la sintomatología in-teriorizada sobre el rendimiento académico en educación primaria. Se seleccionó de manera alea-toria una muestra de 87 niños de ambos sexos (media = 10.80; DT = .73). La muestra se clasificó en tres grupos en función del rendimiento académico (alto, medio y bajo), siendo evaluada median-te el Test de inteligencia de Matrices Progresivas de Raven (Raven, 1995), la escala Behavior Rating Inventory of Executive Function Self-Report (BRIEF-SR; Guy et al., 2004) y el Youth Self Report for ages 11-18 (YSR/11-18; Achenbach, 1991). Los resultados muestran que el bajo rendimiento académico está relacionado con habilidades cognitivas más bajas, presencia de disfunciones ejecu-tivas, sobre todo en control y sintomatología interiorizada, concretamente Quejas somáticas y Re-traimiento. La inclusión, en los centros educativos, de programas transversales de estimulación de las funciones ejecutivas podría ayudar a reducir los niveles de fracaso escolar. Palabras clave: Funciones ejecutivas; inteligencia; rendimiento académico; sintomatología inte-riorizada. Abstract: This study examines the impact of executive dysfunctions and the internalized symptoms on academic performance in primary school. A sample of 87 children of both sexes was randomly selected (mean = 10.80; SD = .73). The sample was classified in three groups according to academic performance (high, average and low), and was evaluated by means of the Raven´s Progressive Matrices (Raven, 1995), the Behavior Rating Inventory of Executive Function Self-Report (BRIEF-SR; Guy et al., 2004) and the Youth Self Report for ages 11-18 (YSR/11-18; Achenbach, 1991). The results show that a lower academic performance is associated with lower cognitive skills, and a presence of executive dysfunctions, especially in control and internalized symptomatology, in particular somatic disorders and social introversion. The inclusion in educational facilities of trans-versals programs of stimulation of executive functioning could help to reduce levels of academic failure.
... Tinto (2010) found feedback to be an important factor for student retention, and Qvortrup and Lykkegaard (2022) included feedback as one component of 'Teaching' in their retention model. Hattie (2008) found that feedback was one of the strongest predictors of learning. More specifically, Tinto (2010) suggested that feedback that differs from students' own perceptions of their performance is likely to have the most impact on learning. ...
Retaining students until they complete their qualifications is one of the main aims of many higher education institutions. Retention of students is also looked at from different perspectives in the literature. This small, exploratory, narrative enquiry research looks into the experiences of twenty-one domestic students during their first year and a half of a three-year bachelor’s degree at a New Zealand university. The same researcher conducted all the interviews, which were recorded, transcribed and imported to Nvivo for thematic analysis. The researcher attempted to draw comparisons between the students who withdrew from the university within the first year and a half and those who did not in order to gain a deeper understanding of the institutional factors which may be involved in retention of students. Four main themes were found in the interview data, relating to expectations for student effort, guidance provided by instructors, feedback provided on assignments and consistency, which seemed to be significant to the university experience for many students.
... For example, the reflective writing on interests and relationships in work could directly inform the concept design phase of their Capstone design project. Given the outcomes of the focus groups and the strong evidence that students tend to engage in learning when they: (1) exercise agency over their own learning, (2) contribute to the communities in which they learn, and (3) improve the learning programme for themselves and their peers (Hattie, 2009). The writing exercise was aimed at assisting lower-achieving students in understanding the positive implications of successful reflection and output for the ePortfolio exercises while, at the same time, not inhibiting the work of high-achieving students. ...
This paper presents the different steps of the journey that led to the development and implementation of a design ePortfolio as part of the “Architecture Major” of the “Bachelor of Design” (BDes) at The University of Melbourne, Australia. This design ePortfolio was developed over two years through interviews, focus groups with students, and the development of exercises and assignment guidelines. The implementation took place in different phases, starting with the introduction of four thematic exercises in the Capstone Architecture Design Studio of the BDes, and then, more broadly, at the curriculum level, with similar activities that prepared the students to already start developing a reflective journal from the first year of their studies.
The objective of this research has been to explore the potential of integrating a design ePortfolio with traditional design portfolios on the curricular activities of an undergraduate architecture degree to prioritise the students’ reflections on their personal qualities, growth, career trajectory and goals, as well as on the relationship between curricular and extracurricular activities rather than those of a conventional design portfolio, which tend to be focused more on showcasing skills and competencies. The results of this two-year project illustrate the potential of such a teaching/learning tool to link the personal and professional interests and achievements of students holistically, therefore highlighting the relationship between curricular and extracurricular activities, as well as indirect connections between design studios and seminar-based subjects, that is, history and architectural technology subjects.
So far, our design ePortfolio has been successfully used to encourage architecture students to reframe problems through a different lens and, as a key to creativity, to distinguish themselves from the homogeneity of students the university produces through its degree structure and modes of operation. The significance of this teaching and learning project lies in the identification of patterns in the curricular and extracurricular experiences of students that helps them define their identity, goals, and purpose. For this reason, this research has the potential of being linked to the University’s “Student Life” project, which is related to academic advice, personal growth, mentorship and the well-being of students.
... Moreover, the teacher should understand that each student has his or her requirements and expectations regarding the learning process. Therefore, it is important to consider an individual approach to each student, given their needs and capabilities (Hattie, 2009). ...
Determining the peculiarities of the pedagogical activity of higher education teachers is important not only from a scientific viewpoint but also for solving strategic and tactical educational problems. Among these problems is the improvement of the quality of higher education, which is one of the priorities. The article aims to reveal the peculiarities of the work of a higher education teacher, his or her professional competencies, and requirements for this profession to improve the efficiency of the educational process and train quality specialists with higher education. The methods used to write the article were analysis, synthesis, generalization, explanation, and qualification of data. One of the main specifics of the professional and pedagogical activities of a higher education teacher is the need to combine research and teaching. A teacher must have a high level of scientific knowledge, be aware of the latest achievements and trends in their field, conduct research, and publish scientific papers. Moreover, he or she must be able to translate complex scientific concepts into an accessible language for students and other listeners to transfer the necessary knowledge and skills.
... Earlier studies on how co-teaching affects students' learning are contradictory; most have found positive or moderate positive effects (Hang and Rabren 2009;King-Sears et al. 2021;Murawski and Swanson 2001;Szumski, Smogorzewska, and Karwowski 2017), while some report neutral or negative effects (Hattie 2009;Losinski et al. 2019). ...
This study examined how Finnish primary school students perceive teachers' roles and responsibilities, their own learning and participation , and the social climate during co-taught lessons. Data were collected through a web-based questionnaire among primary school students (N = 242) from grades four to six from Finnish schools where Swedish is the medium of instruction and co-teaching has been initiated. Students with and without special educational needs participated in the study. Students without special educational needs were more positive to co-teaching the more co-taught lessons they received per week, while students with special educational needs were most positive when they received four to five lessons weekly. Students also perceived that mostly the general education teacher is responsible for lesson planning and instruction but that both teachers contribute to the students' learning. In earlier research, the students' perceptions have seldom been in focus and there is an obvious need for more research on stu-dents' perspectives to develop and realise co-teaching as a teaching approach that promotes learning and participation for all students in a general classroom. ARTICLE HISTORY
... Over the past 15 years, education researchers have advocated for a science-informed pedagogy of learning [61] that involves training teachers how to use the science of learning to improve academic outcomes for students [62][63][64]. Along the same lines, Waters (2021, p. 144) has argued for a "science-informed pedagogy for wellbeing" that involves training teachers in positive education practices and strategies that they then deliver to their students. ...
... These findings concur with existing theoretical debates suggesting that teachers' engagement in professional practices sets the stage for establishing a school environment that fosters teacher collaboration and exchange of ideas, materials, and strategies (e.g. Ainley & Carstens, 2018;Hattie, 2009). Although the literature favours teacher professional practices as an important vehicle for leveraging the quality of teaching and learning, thereby improving student learning outcomes, it is silent on how this interplay between professional practices and student success occurs. ...
This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school-and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers' engagement in professional practices and their self-efficacy. ARTICLE HISTORY
... Sabemos que, apesar do pensamento metacognitivo ser algo inerente ao ser humano, grande parte dos estudantes não o utilizam de forma espontânea e em situações de aprendizagem. Hattie (2009) apontou que a utilização dessa forma de pensamento está entre os fatores que mais influenciam a qualidade da aprendizagem. Dessa forma, estabelecer situações didáticas que levem os estudantes a ativar essa forma de pensamento passa a ser essencial quando se busca uma aprendizagem efetiva e duradoura. ...
O estudo parte da seguinte pergunta: qual a potencialidade do uso didático de vídeos curtos em termos da ativação de mecanismos de monitoramento e controle da própria compreensão por estudantes do ensino médio? O objetivo está em analisar a potencialidade do uso de vídeos curtos como recurso didático estratégico em Física, capaz de promover a tomada de consciência dos estudantes sobre seus próprios conhecimentos, ou, alternativamente, a falta deles. Para tanto, foi estruturada e aplicada uma sequência didática com uma turma de ensino médio, tendo sido utilizado como dados de pesquisa, os vídeos produzidos pelos estudantes ao final da sequência didática e também a um questionário respondido por eles vinculado à produção desses vídeos. Os resultados revelam que a produção de vídeos oportuniza ativar o pensamento metacognitivo à medida que leva os estudantes a construir explicações sobre os fenômenos físicos em discussão, tomando consciência de seus próprios conhecimentos e traçando estratégias para suprir lacunas, incompreensões e inconsistências de conhecimento.
... Formative assessment affects student achievement between 0.4 and 0.7 in children aged five years to university (Ardiansyah et al., 2018;Black & Wiliam, 1998). Hattie (2009) also reported that formative assessment impacts student achievement with an effect size of 0.9. formative assessment is ranked third out of 138 learning activities that affect student achievement. ...
Feedback on formative assessment is a teacher's effort to help students with learning difficulties by responding to their evaluation results, especially on HOTS-based evaluations, which have a higher level of completion. Therefore, this study aims to determine the effect of immediate feedback on improving Material Comprehension (MC) and Learning Motivation (LM). Unfortunately, the teacher needs to provide feedback due to several factors, one of which is time constraints due to teachers’ activity. This study aims to investigate the effect of Go Formative in providing immediate feedback on formative physics assessments on material comprehension and learning motivation enhancement of 10th-grade high school students. This research is quasi-experimental with a non-equivalent control group design involving two classes, namely the control and experimental classes. The two classes were selected by employing a simple random sampling technique. This study's results show a different effect of using Go Formative in providing quick feedback in improving students' material comprehension. The existence of these differences makes the provision of quick and immediate feedback through the Go Formative website a solution to overcome the obstacles experienced by teachers in carrying out formative assessments.
... Ao fazer isso, sugiro que cada marco é particularmente valioso em diferentes pontos, à medida que os indivíduos ingressam e avançam em suas carreiras de liderança, e que abordagens práticas para aprender no trabalho decorrem de maneira lógica com o uso de cada marco. Conhecimento e habilidades no processo de coleta e estudo de dados quantitativos e qualitativos também demonstram o que atualmente se espera dos diretores (Darling-Hammond et al., 2007;Hattie, 2009); porém, mais do que isso, apresentam o entendimento de que as oportunidades de aprendizagem para líderes e professores existem em abundância nos diálogos profissionais esclarecedores que os diretores podem conduzir, estimulados pelos resultados. Ter a habilidade e conhecer os procedimentos adequados para promover um "diálogo sobre questões problemáticas" Não obstante essa probabilidade, a liderança nas escolas exige o alinhamento das políticas escolares com a legislação e com o marco regulatório do sistema nos âmbitos nacional, regional e distrital, se esses são "fatos da vida" na estrutura da organização. ...
... Ya que se investigará el fenómeno de una forma directa y objetiva para tener muy buena percepción del caso, usando observación sistematizada. (Hattie, 2019). ...
En la actualidad, el uso de herramientas tecnológicas en la educación se ha vuelto cada vez más común. Las herramientas tecnológicas más comunes en la educación incluyen las plataformas de aprendizaje en línea, los foros de discusión, los sistemas de gestión de aprendizaje, las redes sociales, los sistemas de videoconferencia y muchos más. La justificación para utilizar herramientas tecnológicas en la educación radica en la necesidad de adaptarse a los cambios en la sociedad y en la forma en que las personas aprenden. Las nuevas generaciones han crecido en un mundo digital, y, por lo tanto, se sienten más cómodos utilizando herramientas tecnológicas actualizadas en la preparación académica. La metodología empleada para evaluar la efectividad de las herramientas tecnológicas en la educación varía según su aplicación. Estas herramientas pueden aumentar la participación de los estudiantes, mejorar la colaboración entre ellos y profesores, proporcionar un acceso más rápido a la información y permitir una mayor personalización del proceso de aprendizaje. El uso efectivo de herramientas tecnológicas en la educación requiere una planificación cuidadosa y una implementación adecuada. Es evidente que el empleo de varios buscadores tecnológicos ayudará no solo el perfil docente sino en todas las áreas donde sea útil, y no solo al docente de una materia específica sino a todos los docentes. El interés por auto educarse es el motor que impulsará al desarrollo de la enseñanza, es el educador quien debe llevar esa pauta para luego sentirse muy a gusto de los resultados obtenidos.
... Clearly, more reliable and valid effect estimates would come from evidence synthesis of teacher and student data, moderated by contextual factors. Future researchers could assess the concordance between the expert opinions here and efforts to collate the meta-analytic data for intervention effects (e.g., Hattie, 2008). ...
Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed.
... • Finalmente, los espacios educativos son lugares de encuentro para compartir conocimiento y facilitar el aprendizaje de los alumnos. De acuerdo con Hattie (2009), es fundamental que los profesores realicen o promuevan tareas que permitan hacer visible el aprendizaje, una de ellas es la evaluación. ...
Se trata de un libro valioso por la calidad de sus autores y por la pertinencia de sus contribuciones. Considero que su lectura es altamente recomendable para todos aquellos que estamos interesados en mejorar nuestro desempeño en los espacios educativos. Estudiar y comprender los instrumentos y estrategias de evaluación del y para el aprendizaje, puede ayudarnos a mejorar nuestra práctica docente, que es uno de los objetivos que se persiguen en la escuela y que sin duda tendrán un impacto decisivo en la calidad de la educación y en la formación de los estudiantes.
La letteratura dà ampio spazio alla valutazione formativa come approccio che sostiene il processo di insegnamento-apprendimento. Tuttavia, all’interno della riflessione docimologica è possibile individuare approcci e strategie che prevedono gradi differenti di coinvolgimento dei discenti nel processo valutativo, meno indagati, soprattutto dal punto di vista empirico. Il contributo presenta, in primo luogo, un inquadramento teorico delle peculiarità di alcuni approcci valutativi, in relazione alle finalità della valutazione e al grado di coinvolgimento e partecipazione degli studenti nel processo valutativo. In secondo luogo, vengono presentati i primi risultati di un’indagine condotta adottando il quadro teorico esposto e gli strumenti di indagine su di esso fondati. L’indagine ha coinvolto circa 2500 docenti di scuola primaria e secondaria del territorio nazionale, facendone emergere concezioni valutative e strategie implementate. Tra i risultati si evidenzia lo scarso utilizzo di strategie valutative centrate sugli allievi nonché l’influenza delle concezioni valutative e di autoefficacia degli insegnanti sull’utilizzo di tali strategie. Le implicazioni per la formazione degli insegnanti vengono discusse.
The literature gives ample space to formative assessment as an approach that supports the teaching-learning process. However, within the docimological reflection it is possible to identify approaches and strategies involving different degrees of learner involvement in the assessment process, which have been less investigated, especially from an empirical point of view. First, the paper presents a theoretical framework for the peculiarities of some assessment approaches, in relation to the purposes of assessment and the degree of learner involvement and participation in the assessment process. Second, the first results of a survey conducted using the theoretical framework outlined and the survey instruments based on it are presented. The survey involved approximately 2500 primary and secondary school teachers nationwide and revealed assessment conceptions and implemented strategies. The results highlight the low use of learner-centred assessment strategies as well as the influence of teachers’ assessment conceptions and self-efficacy on the use of these strategies. The implications for teacher training are discussed.
One of the primary goals of educational research is to identify effective and equitable school practices that aim to promote desired educational outcomes for all students, regardless of their background. This pursuit raises the question of why certain countries or schools demonstrate more favourable outcomes than others. To shed light on this question, this special issue delves into the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) as a showcase.
Despite their similar historical, cultural, and economic characteristics, these countries show vastly different levels of student outcomes. This special issue comprises seven studies that utilize data from the international large-scale assessments (PIRLS, TIMSS, and PISA), leveraging their international comparative design and nationally representative student samples. The present article provides an overview of the seven included studies by underlining the key themes that transcend them as well as their contributions and implications. These themes include the measurement of educational effectiveness with international large-scale assessments, the central role of teachers, and the importance of both cognitive and non-cognitive student outcomes in studying different perspectives on effective and equitable school practices.
This paper about the study of Annual data Gross Domestic Product of Pakistan. We
used data for future forecasting of Gross Domestic Product of Pakistan. Pakistan is counted
in developing country in the world. To apply Box-Jenkins methodology to identify the
order of ARIMA model and forecast that model. The study evaluates the sample for next
10 years forecasting data. First check the stationary and unit root test is used to check the
stationarity of data. It is found that a slight trend in the data and remove trend at
1
st difference is applied which makes the data set is stationary. For identification model
ACF and PACF are plotted. Selecting the best model used Box Jenkins methodology on
basis of smaller AIC, SBC and MSE. Since, ARIMA (0,1,1) has the lowest value of AIC,
SBC and MSE. So, this model is recommended as best for forecasting.
In this paper we studies the Pakistan’s medical field is not more established. So, the
people preference of taking medical interventions by different professionals. The objective
of this study is to investigate the how many people’s taking medicine for specialist and
how many people’s relief disease with in two day in district Hafizabad. From this study we
conclude that majority of respondent’s preference the specialist for health provider and
majority of respondent relief disease within two days.
Teacher reflection continues to be ambiguous both conceptually and practically. This has resulted in a wide variety of definitions for what teacher reflection is, as well as an array of different approaches to what it looks like in practice. This paper offers a reframing of reflective practices aimed at addressing these ambiguities. I propose using dual-process theory and “five areas of awareness” of the teaching mind to make sense of the confusion that has confounded theoretical discussions of reflective practice to date. I argue that while different in form and focus, disparate approaches to teacher reflection seem to represent different perspectives on the same cognitive processes and ultimately share complementary, rather than contradictory purposes. First, I explore how dual-process theory can be used to put the different theories in constructive conversation with each other. Then, I use five areas of awareness of the teaching mind to surface what seems to be a shared purpose among these theories. Next, I use this reframing to address current criticisms of teacher reflection. Finally, I illustrate how this reframing can be used to differentiate non-reflective and reflective practices.
p>L’étude a expliqué les déterminants les plus prioritaires de la qualité de l’enseignement ou éducation en RDC. Les experts consultés ont été invités à identifier les déterminants de l’éducation de qualité. Ils ont ciblé neuf groupes des déterminants prioritaires. Il s’agit de 32 actions stratégiques prioritaires se rapportant à la définition de politique éducative congolaise (11 déterminants sont très urgents ; 12 sont urgents et 9 sont moins urgents) ; les 25 actions stratégiques prioritaires se rapportant à l’administration et à la gestion scolaires (6 déterminants sont très urgents ; 12 sont urgents et 7 sont moins urgents) ; les 11 actions stratégiques à mener sur le financement du système éducatif (4 déterminants sont très urgents ; 4 sont urgents et 3 sont moins urgents) ; les 7 actions prioritaires à considérer pour améliorer la règlementation scolaire et cadre légal (2 besoins sont très urgents ; 4sont urgents et 1 est moins urgent) ; les 9 actions stratégiques visant la restauration du système de partenariat éducatif (1 déterminant est très urgent ; 4 sont urgents et 4 sont moins urgents) ; les 9 actes à poser visant à améliorer le pilotage du système éducatif congolais (3 déterminants sont très urgents ; 3 sont urgents et 3 sont moins urgents) ; les 9 actes visant la sécurisation des milieux scolaires (4 déterminants sont très urgents ; 3 sont urgents et 3 sont moins urgents) ; les 9 actions stratégiques prioritaires se rapportant à l’intégration des technologies de l’information et de la communication comme alternative (5 déterminants sont très urgents ; 1 déterminant est urgent et 3 sont moins urgents) et les 3 actions se rapportent à la promotion de l’enseignement en langue nationale (2 déterminants sont très urgents et 1 déterminant est urgent). Il convient de noter qu’en ordre de priorité des groupes des priorités analysés, il se classe le financement du système éducatif ; l’administration et la gestion scolaire ; le pilotage du système éducatif ; la politique éducative ; à la sécurisation des milieux éducatifs ; l’enseignement aux langues de facilitation ; la réglementation et cadre légal, le partenariat éducatif et l’intégration des TICs.
The study explained the highest priority determinants of the quality of teaching or education in the DRC. The experts consulted were asked to identify the determinants of quality education. They identified nine priority determinant groups. These are 32 priority strategic actions relating to the definition of Congolese education policy (11 determinants are very urgent; 12 are urgent and 9 are less urgent); the 25 priority strategic actions relating to school administration and management (6 determinants are very urgent; 12 are urgent and 7 are less urgent); the 11 strategic actions to be carried out on the financing of the education system (4 determinants are very urgent; 4 are urgent and 3 are less urgent); the 7 priority actions to consider to improve school regulations and legal framework (2 needs are very urgent; 4 are urgent and 1 is less urgent); the 9 strategic actions aimed at restoring the education partnership system (1 determining is very urgent; 4 are urgent and 4 are less urgent); the 9 actions to be taken to improve the management of the Congolese education system (3 determinants are very urgent; 3 are urgent and 3 are less urgent); the 9 acts aimed at securing school environments (4 determinants are very urgent; 3 are urgent and 3 are less urgent); The 9 priority strategic actions relating to the integration of information and communication technologies as an alternative (5 determinants are very urgent; 1 determinant is urgent and 3 are less urgent) and the 3 actions relate to the promotion of teaching in the national language (2 determinants are very urgent and 1 determinant is urgent). It should be noted that in order of priority of the groups of priorities analysed, it ranks the financing of the education system; school administration and management; the management of the education system; education policy; securing educational environments; teaching facilitation languages; regulation and legal framework, educational partnership and ICT integration.
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Im Frühjahr 2020 wurden Schulen unerwartet vor die Herausforderung gestellt, Unterricht und Schulentwicklung vor dem Hintergrund kontinuierlicher pandemiebedingter Disruptionen zu ermöglichen. Unterricht vor Ort wurde ersetzt durch digitale Formate des Lernens und der Kommunikation auf Distanz.
Für die Bildungspraxis erweisen sich dabei die Herausforderungen im Bereich der digitalen Schulverwaltung, des digitalen Lernens und der Diagnostik von Lernfortschritten als besonders relevant. Insbesondere die computergestützte Diagnostik bietet großes Potenzial, um Erkenntnisse nicht nur über Lernergebnisse, sondern auch Lernprozesse zu generieren. Im Bereich der Bildungsforschung interessiert, wie Lernen durch digitale Medien gestaltet werden kann und wie die dabei generierten Daten für die Bildungspraxis gewinnbringend genutzt werden können.
Dieser Beitrag beschreibt die Herausforderungen und Potenziale, die sich im Bereich von computerbasierter, lernbegleitender Diagnostik gegenwärtig zeigen. Diese liegen insbesondere in der flächendeckenden Einführung entsprechender Instrumente in den Schulen sowie der Aus- und Weiterbildung von Lehrpersonen im Umgang mit diesen. Darauf aufbauend werden Bedarfe der Bildungspraxis und Desiderata der Bildungsforschung gegenübergestellt und auf Synergiepotenziale hingewiesen.
PREFAȚĂ: Acest ghid servește drept călăuză și sursă de inspirație pentru cadrele didactice din instituțiile de învățământ. Deseori se vorbește despre procese de schimbare, dar, de cele mai multe ori, nu este clar de ce au nevoie procesele de schimbare și cum diferă acestea de procesele de transformare sau de procesele de optimizare. Totuși, în acest ghid nu veți găsi rețete despre cum să abordați sau să inițiați procesele de schimbare. Ghidul este structurat în așa fel încât modulele prezintă variate abo rdări teoretice. Exemplele și exercițiile servesc drept impulsuri de gândire și experiențe palpabile. Prin intermediul exercițiilor, cititorii pot dezvolta singuri idei și își pot proiecta propriile scenarii de implementare. Exercițiile pot fi oricând modificate în funcție de ideile și concepțiile proprii ale cititorului și adaptate la acestea. Ghidul nu pretinde a fi o prezentare cuprinzătoare și concludentă a întregii game în raport cu procesele de schimbare și nici nu a fost conceput astfel. Una dintre preocupările principale ale ghidului este de a încuraja managerii și de a le insufla încredere pentru a face față complexității proceselor de schimbare. În orice caz, acțiunile de leadership și management necesită pentru schimbare o înțelegere a valorilor și a imaginii ființei
umane, care se bazează pe fundamentul valorilor și din care decurg evaluările. Prin urmare, fiecare manager este sfătuit să se preocupe de valori, de structurile de valori și de dinamica valorilor și să-și exploreze propria viziune asupra oamenilor pentru a înțelege și, dacă este necesar, pentru a-și putea dezvolta propria imagine a ființei umane. Bazat pe o abordare bine fundamentată, acest ghid încearcă în mod special să clarifice confuzia în legătură cu procesele de schimbare printr-un nou model de leadership și, de asemenea, să încurajeze managerii să exploreze modelele și fundamentele acestora. Schimbarea este un proces dificil, confuz și provocator, care necesită forme și impulsuri specifice pentru a putea în general oferi șanse de realizare. Modelul Central 8, care este prezentat în acest ghid ca fiind esențial pentru înțelegerea schimbării, poate sprijini managerii în înțelegerea în profunzime a condițiilor de succes ale schimbării. Nu există o rețetă pentru schimbare, ci doar căi, procese și impulsuri, precum și o înțelegere a ceea ce reprezintă, de fapt, dezvoltarea.Acest ghid a fost conceput și elaborat ca o schiță cu privire la Leadership și management pentru schimbare
de către Universitatea Pedagogică din Austria Inferioară în cadrul proiectului „MFC – MANAGEMENT FOR CHANGE” pentru învățământul profesional tehnic în Republica Moldova. Autori – Christian Wiesner și Petra Heißenberger. Lucrul asupra ghidului și publicarea acestuia au fost finanțate de OeAD-GmbH cu sprijinul Ministerului Federal al Educației, Științei și Cercetării (Austria).
Acest ghid reprezintă o extindere a modulelor proiectului „Management pentru schimbare (MFC)”, pentru a oferi o imagine completă a modelului Central 8, și servește ca o primă introducere în modelul Central 8. Ghidul este un suport și o sursă de inspirație pentru cadrele didactice din instituțiile de învățământ (profesional tehnic) și poate facilita practica managementului și leadershipului, având la bază modelul Central 8.
Student achievement is predicted by school climate, parental involvement, positive attitude, and motivation. However, most studies have looked at these factors separately and very few have looked at how Mathematics achievement and motivation interact as determinants of student mathematical proficiency. Studies have indicated a correlation between students' attitudes towards mathematics and their level of motivation (Wang, Zhang & Cai,2021). This study seeks to close this disparity by examining internal elements (school climate, parental involvement, positive attitude) influencing mathematical proficiency through motivation at lower secondary school levels for both the public and private sectors. We gathered data from 303 male and 251 female students of grades 6 to 9 from public and private schools using an online self-administered Google form. We used 554 valid sample cases out of 602 for hypothesis testing through SmartPLS. The findings from the data analysis indicate that school climate, positive attitude towards mathematics, and parental involvement exert substantial influences on student motivation. Moreover, student motivation is found to be a significant predictor of student mathematical proficiency. Additionally, the research findings state that parental involvement is moderately correlated with (1) students' attitudes toward mathematics (2) mathematical proficiency test scores and (3) mathematical performance assessment scores. We thus recommend that mathematics teachers as well as school management create a school climate that is conducive to enhancing students' mathematical proficiency. This is possible by making mathematics teaching a joint venture; where teachers motivate students to study mathematics and develop among them a positive attitude towards mathematics and school management involve parents, teachers and students to make informed decisions concerning students' proficiency during mathematics classes.
The study explored the perceived effects of teacher personality traits on Junior High School students’ mathematics achievement in the Wenchi municipality of Ghana. The study was anchored on the Five-Factor Model of trait theory, and the design was descriptive correlational. The study sample comprised 367 randomly selected teachers. The researchers adapted the Revised NEO Personality Inventory (NEO PI-R) questionnaire to collect the data and analysed using the mean, multiple regression and Pearson r correlation coefficient tests. The results indicated Conscientiousness and Neuroticism as the most dominant and least teacher personality traits. All five factors were perceived to positively impact students’ mathematics achievement, though insignificantly (p = 0.05). Nonetheless, only Extraversion and Agreeableness traits significantly correlated positively with students’ mathematics achievement. Being open to experience, conscientious, extravert, agreeable, and neurotic may be connected to students’ learning and academic achievement but not significantly important. The study recommends the need for teachers to be sociable, energetic, friendly and optimistic. They must also be organised, systematic, hardworking, reliable and responsible.
As medical schools expand access and diversity through widening access initiatives, there is an increasing need to provide academic remediation for learners during their first year in medical school. The previous educational experiences of widening access learners are often mismatched for continuing success in medical school. This article offers 12 tips for providing academic remediation to widening access learners and draws on insights from the learning sciences and research in psychosocial education to support academic development within a holistic framework.
The material for second and foreign language learning is not limited to the student's book and the activity book. Furthermore, it is supplemented by external readers, workbooks, handwriting manuals, films, tapes, dictionaries games songs flashcards reading cards wallcharts, and most importantly teacher's guide (Nation, Macalister.2010). The teacher's book encompasses the necessary knowledge on how to teach the syllabus with accordance to the designers' intentions to achieve the best possible outcomes and alleviate the reliance on teachers' perceptions of how to teach a foreign language which can affect the process of language teaching negatively for each teacher has his\her own ideas and ideologies. Such reliance results in divergence in methods of teaching from one teacher to another and complicate things for language learners. The current study evaluates Iraqi teachers' use of the teacher's guide in both private and public schools. The study measures how well Iraqi teachers follow the method and strategies of teaching recommended by the Guide. The sample of the study is comprised of (40) English teachers divided in half between public and private schools in Kerbala. Participants answered a questionnaire designed to measure the extent of their use of the Teacher's Guide. After analyzing the questionnaire, the participants are interviewed to determine the causes of not adhering fully to the recommendations set by the Guide. The results show that despite training and the recommendations of the Ministry of Education the majority of the teachers in public schools do not follow the Teacher's guide unlike the teachers of private schools who follow the instructions and recommendations of the Teacher's guide.
Spätestens seit der Corona-Pandemie gehören digital gestützte Lehrveranstaltungen zum Alltag an deutschen Hochschulen. Im Zuge der Qualitätsentwicklung von Hochschullehre sollten Besonderheiten und Spezifika digitaler Lehre (z.B. räumliche Flexibilität) bei der Evaluation derartiger Lehrveranstaltungen angemessen berücksichtigt werden. Bisher verwendete Evaluationsinstrumente leisten dies nicht und bleiben zudem häufig einen Nachweis ihrer theoretischen Grundlage und psychometrischen Qualität schuldig. In der vorliegenden Studie werden daher die Entwicklung und psychometrischen Eigenschaften des eigens für digitale Lehr-Lernsettings konzipierten modularen Fragebogens MOFEDILLS vorgestellt. Evaluationsdaten aus vier hessischen Hochschulen (N = 1,604) stützen die angenommene faktorielle Stuktur und Messinvarianz sowie Objektivität, Reliabilität und Validität des neuen Instruments.
Heterogenität bleibt mit Blick auf Fragen des Schulsystems, der Schulentwicklung, der Unterrichtsgestaltung sowie der sozialen Ungleichheit ein aktuelles und intensiv diskutiertes Thema. Das Studienbuch, das nun in der 2., aktualisierten Auflage vorliegt, stellt mit seinen überarbeiteten Beiträgen den „state of the art“ der Forschung vor und präsentiert die Fachdiskussion auf differenzierte Weise. Dies geschieht in 18 Artikeln, die sowohl den nationalen wie auch den internationalen
Forschungsstand zu zentralen Aspekten des Themenfeldes umfassend darstellen. Die Perspektiven sind so vielfältig wie facettenreich: Zum Gegenstand werden machttheoretische und internationale Diskurse, Analysen sozialer Ungleichheit und kontroverse Begriffsklärungen; die Kritik unreflektierter normativer Erwartungen trifft auf empirische Befunde; forschungsbasierte Überlegungen wechseln sich ab
mit der Diskussion praxisrelevanter Konzepte.
This work describes the implementation of online timed closed-book formative assessments across several modules of a first-year undergraduate veterinary program. This process does not require significant time investment since it can be implemented into existing programs of study. Students were surveyed on how they used these formative assessments for learning and overall, were overwhelmingly positive about the opportunity to practice and receive feedback on their performance. Quantitative statistics on preferences as well as qualitative thematic analysis of open free-text questions reveal clear preferences in how they choose to engage with the assessments for learning, as well as how they prefer assessments to be administered. Students were positive about the online nature of the exams and prefer formative assessments to be distributed across the teaching semesters without any time restrictions, allowing them to be completed as and when they choose. Immediate feedback in the form of model answers is the students' preference, although some value signposting to relevant resources for further research. Furthermore, students report that they want more questions and tests to complement their learning, and overwhelming rely on guided and structured activities for learning and revision which will need to be balanced with opportunities to develop critical thinking and independent learning skills when studying in a professional course, given students are not likely to default into such behavior. This work models a process many curriculum designers have, and continue to undergo in higher education as online, hybrid, and blended approaches to teaching have received renewed interest.
Homework has long been a subject of debate in education, with proponents arguing for its benefits in reinforcing learning and preparing students for future challenges, while critics raise concerns about stress and negative effects. This article investigates the effects of homework on student learning and academic performance, drawing from recent research and studies. The research suggests that homework, when appropriately designed and aligned with instructional goals, can have a positive impact on academic achievement. Completing homework has been found to be associated with higher test scores and improved performance. However, the quantity and quality of assignments are crucial factors, and overwhelming students with excessive homework can lead to diminishing returns and negative consequences. Additionally, socioeconomic disparities and varying home environments can influence students' ability to complete homework effectively. Striking a balance between academic rigor and students' well-being is crucial, and thoughtful approaches that consider individual student needs can maximize the benefits of homework while minimizing its potential drawbacks. By creating a homework culture that emphasizes quality, provides timely feedback, and considers student circumstances, educators can optimize the positive impact of homework on student learning and academic performance. Homework has long been a staple of the education system, but its effectiveness and impact on student learning and academic performance have been the subject of much debate. Proponents argue that homework helps reinforce classroom lessons, promotes self-discipline, and prepares students for future challenges. On the other hand, critics claim that excessive homework can lead to stress, burnout, and hinder overall learning. In this article, we will explore the effects of homework on student learning and academic performance, drawing from recent research and studies. One of the key arguments in favor of homework is that it provides students with an opportunity to practice and reinforce what they have learned in class. Homework assignments can help consolidate knowledge, improve understanding, and develop problem-solving skills. When used appropriately, homework can be an effective tool for reviewing and reinforcing concepts, particularly in subjects like mathematics and language arts. Several studies have indicated a positive correlation between homework completion and academic achievement. For instance, a meta-analysis conducted by Cooper, Robinson, and Patall (2006) examined 120 studies on homework and found a moderate positive relationship between homework and achievement in middle and high school students. The analysis revealed that completing homework was associated with higher test scores and improved academic performance.
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This meta-analysis examines the effectiveness of functional mathematics instruction, specifically purchasing skill instruction, for individuals with disabilities. Twenty-eight intervention studies were identified and reviewed. Because all studies employed single-subject research designs, a nonparametric procedure, the percentage of nonoverlapping data (PND), was used to estimate treatment effects. Results indicated a moderately positive effect for purchasing skill instruction (median PND = 87%). Maintenance (median PND = 100%) and generalization effects (median PND = 86%) revealed large and moderate effects, respectively. Further categorical comparisons indicated that variables such as participants' entry skills, money skill adaptations, type of purchase, error correction procedure, and instructional setting were related to the treatment effectiveness.
Providing students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.
Over the past decade there has been increased pressure in the public discourse for accountability in educational outcomes. There has been a growing sense that ESL students are not being well served by the delivery of supports meant to facilitate their development of English language acquisition and enable them to participate with their classmates in the mainstream. In short, educational outcomes measured by way of dropout, failure, and low achievement on standardized tests all suggest that for some reason ESL learners do not benefit from ESL programming. This article begins with a synthesis and meta-analysis of 12 major studies of effective ESL programs conducted over the past 14 years, providing a backdrop for our reflections on our program development and successful outcomes for ESL learners, documented and published previously. By identifying major themes that pervade these studies across time and relating them to our work, we pinpoint the gaps in program design and implementation that should lead to instructional and policy reform. These reforms must be guided and directed by further research efforts in the Canadian context, implemented and supported at the jurisdictional and ministerial levels.
This study examined the relative benefits of mastery learning, overlearning, and fluency-building instructions for academic performance and long-term retention. College students enrolled in introductory quantitative methods classes (n = 168) were asked to practice every week with a computerized flashcard program until they attained various mastery criteria. The results confirmed that practicing until mastery improved individual exam scores, group success rates, and long-term retention. Moreover, overlearning provided additional benefits, especially in long-term retention. However, fluencybuilding instructions did not further increase academic achievement or longterm retention. Despite the alleged detrimental effects of drill and practice on motivation, a positive relationship was found between amount of practice and attitudes toward the course, the subject matter, and practice activities.
The need for tertiary education screening in South Africa has highlighted the role dynamic assessment has to play in this regard, and as no cumulative statistical conclusions can be drawn from single case studies, it was considered timely to do so. In order to address this gap in the
field, a meta-analysis was conducted on studies that focused on the efficacy of dynamic assessment interventions within various settings. Fewer research studies dealing with dynamic assessment have been conducted in South Africa as compared to overseas research in the same area. The study
served a two-fold purpose: first, to assess the significance of the synthesized effect size from a number of individual studies whose original intention was an investigation of the significance of dynamic assessment interventions; second, to compare two meta-analytic software programs that
are freely available online. Small to average effect sizes of 0.3354 and 0.3481 were generated respectively by both programs, with the typical effect size ranging from 0.2–0.8. The method and results of this meta-analysis are discussed along with the limitations inherent in both the
programs and we conclude with recommendations for further meta-analytic studies in South Africa within the field of dynamic assessment.
Cognitive load theory provides instructional recommendations based on our knowledge of human cognition. Evolutionary psychology is used to assume that knowledge should be divided into biologically primary information that we have specifically evolved to acquire and biologically secondary information that we have not specifically evolved to acquire. Primary knowledge frequently consists of generic-cognitive skills that are important to human survival and cannot be taught because they are acquired unconsciously while secondary knowledge is usually domain-specific in nature and requires explicit instruction in education and training contexts. Secondary knowledge is first processed by a limited capacity, limited duration working memory before being permanently stored in long-term memory from where unlimited amounts of information can be transferred back to working memory to govern action appropriate for the environment. The theory uses this cognitive architecture to design instructional procedures largely relevant to complex information that requires a reduction in working memory load. Many of those instructional procedures can be most readily used with the assistance of educational technology.
The literature which compared spatial task performance of blind and sighted subjects was analyzed using a meta-analytic approach. Effect sizes were computed for comparisons between early versus late onset visually impaired subjects, early onset versus sighted, late onset versus sighted, and mixed onset versus sighted. The results are based on 47 studies that analyzed the spatial task performance of 1,289 sighted subjects, 691 early onset subjects, 183 late onset, and 657 mixed onset. The early onset group generally showed poorer performance in comparisons with either the late onset or the sighted groups. Comparisons involving the mixed onset group showed inconsistent results. This finding is discussed in light of the need to more exactly specify the variable of age of onset. The findings from this study synthesize the past research efforts in this field. Suggestions for a future research agenda include a shift toward examining within group differences among visually impaired persons.
It's time to leave teachers alone and let them do their jobs, Mr. Carpenter avers. Maybe 10 years of spent silver bullets can suggest some cheaper and simpler ways to make a major impact on schools.
Based on an analysis of over 300 previous studies of early intervention efficacy, this article explains how the steps in the scientific method can be used to organize and draw conclusions from existing research. Although it is concluded that early intervention has positive benefits for most children, it is pointed out that there is little, if any, empirical support for the types of intervention that are most effective. Suggestions for future research are given.
This study employed a meta-analytic technique to compare the academic achievement during a 12-year period of secondary students across a broad latitude of academic areas who were instructed through traditional methodology, traditional methodology supplemented with computer-assisted instruction (CAI), or CAI alone. Moreover, the study compared more recent with earlier research findings. An overall mean effect size of 0.187 was calculated, indicating that, on the average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 57.2% of those receiving only traditional instruction. However, a -0.762 correlation between effect size and years indicates that the effect of CAI on academic achievement has declined during this period.
Forty-eight studies on computer based instruction (CBI) in the elementary schools were coded on 45 variables using meta-analytic techniques. Results of the synthesis indicated computer assisted instruction (CAI) raised outcome measures by .45 standard deviation units. This is interpreted to mean that students in CAI treatment groups performed on the 65th percentile of the control group distribution. Results indicated that younger and lower achieving students profit most from exposure to CAI. Drill and practice is most effective in raising student achievement scores. The effects of computer managed instruction are minimal. The computer functions best when the task to be learned is relatively simple paired association.
A meta-analysis was performed to synthesize existing research comparing the effects of hypermedia and traditional instruction en students’ achievement. Thirty-five studies were located from three sources, and their quantitative data were transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 35 studies was 0.48. In addition, 3 of the 17 variables selected for this study (instructor bias, type of research design, and type of delivery system) had a statistically significant impact on the mean ES. The results from this study suggest that the effects of using hypermedia in instruction are positive when compared to the effects of traditional instruction. The results of this study also provide classroom teachers with accumulated research-based evidence for positive outcomes of using technology in instruction.
The present study investigated the effects of individualized instruction on mathematics achievement at the elementary and secondary school levels. The meta-analysis technique developed by Glass was applied to the same sample of studies used by Schoen in his previous voting-method analysis of individualization. The analysis of the 129 effect sizes revealed important trends for the use of self-paced modular instruction in mathematics. This study is also significant in its comparison of the conclusions drawn from a voting-method analysis and Glass’s meta-analysis technique.
To assess research on elementary school- based programs for increasing the educationally-stimulating qualities of the home environment, the learning outcomes from 29 controlled studies, found in standard reference indexes for the period 1970 through 1980, were statistically synthesized and related to 43 characteristics of the studies such as treatment conditions, design features, and types of students. Of 121 comparisons, 109 or 91.1 percent favor treatment over control groups; the median effect size of .50 suggests that the typical program raises treatment students from the 50th to the 69th percentile of the control group distribution, although the mean effect corresponds to the 76th percentile, and the range is from the 21st to the 99th percentiles. The relative sizes of the effects are attributable to study methodologies such as reliability of treatment implementation as well as program features such as length of intervention.
This review used "meta-analytic," or statistical, techniques to integrate findings from 48 independent evaluations of the effectiveness of programmed instruction in secondary schools. The meta-analysis showed that results from programmed instruction were on the average very similar to those from conventional teaching. Programmed instruction did not typically raise student achievement on final examinations; nor did it make students feel more positively about the subjects they were studying or about the quality of the teaching at their schools. The most favorable evaluation findings on programmed instruction came from recent studies and from applications in the social sciences.
The use of college grade point average (GPA) as a predictor of adult achievement has been debated. Prior reviews of this literature have relied on qualitative analysis to determine the usefulness of GPA in predicting future success. Since qualitative reviews are subject to our human information processing limitations, they often fail to provide definitive conclusions. This research uses meta-analytic techniques to review a substantial subset of the published research on this topic. The results generated are mixed. The overall analysis suggests that no relationship exists while subgroup analyses of success in business and success in teaching suggest that significant relationships do exist. Empirical analysis of an additional data set generally supports the finding of the meta-analysis. Three barely significant relationships are found. Based on the relative weakness of these relationships and confidence in the overall meta-analytic results, it is suggested that if a relationship does exist between GPA and job success it is tenuous at best. Since other more significant predictors of success are available, the use of GPA in this capacity is not recommended.
A meta-analytic review of the relationship between control expectancies and academic achievement was conducted for studies published between 1983 and 1994. The purpose of this investigation was to replicate the results from a meta-analysis completed in 1983 and to use Rotter's (1954) social learning theory to generate predictions regarding the relations between generalized and specific control expectancies and academic achievement. Consistent with the results of Findley and Cooper's (1983) analysis, both generalized and specific control expectancies were related to academic achievement, but in no instance did specific control expectancies predict academic achievement better than generalized control expectancies. The control expectancy-academic achievement relation was not moderated by variables such as gender or type of dependent measure. Age moderated the relationship so that it was significant and similar for elementary- and college-aged individuals but significantly greater for secondary school-aged children. The implications of these findings with regard to the validity of assumptions made by Rotter are discussed.
Vita. Thesis (Ph. D.)--University of Idaho, 1989. Includes bibliographical references (leaves 54-77).
Proponents of Feuerstein’s Instrumental Enrichment (FIE) claim that the program results in an improvement in school achievement, cognitive ability and classroom behaviour. However, because some outcome studies have produced negative results, a meta-analysis was undertaken to provide a reliable and comprehensive assessment of the efficacy of FIE. A total of 40 controlled studies, comprising 47 different samples, were examined. Significant, though modest, average effect sizes were found in all three areas – achievement, ability, and behaviour – with the most extensive improvement being made in ability. Gains in spatial/perceptual ability were related to the length of the intervention (number of hours), and self-esteem was related to age, with older children showing increases and young children showing decreases. These and other findings are discussed and suggestions made for future research.
This paper seeks to partition achievement variance into an individual level component, and a component related to the school attended by the individual. Through the use of Hierarchical Linear Modelling the paper also sets up a model of effective schools (based on residual scores) as those exceeding expectations given the social background and ability levels of their student intakes. The sample was a cohort of 5,393 students attending 37 schools from throughout New Zealand and the criterion variables were School Certificate marks in English, Mathematics and Science.
Follow Through has been the largest and most expensive federal educational experiment in this country's history. Conceived in 1967 as an extension of Head Start, Follow Through was designed as a service program to improve the schooling of disadvantaged children in the early elementary grades. Before it was under way, however, an expected $120 million appropriation was slashed to only $15 milion for the first year. A decision was then made by the U.S. Office of Education to convert the program into a planned variation experiment, which systematically would compare pupils enrolled in different models of early childhood education— the Follow Through models—to each other and to pupils from non-Follow Through classes.
This study examined the impact of retention at kindergarten on academic achievement and behavior. Subjects were 53 children, retained at kin dergarten, who were matched to a group of 53 promoted peers on demo graphic characteristics, a measure of school readiness, and preacademic achievement in reading and mathematics. The data were analyzed using both same-age and same-grade comparisons. Results indicated an academic advantage of the retained children during their second year in kindergarten. This advantage was not maintained past kindergarten. Although retained children demonstrated a decline in attention problems during their second year of kindergarten, they continued to perform below the norm for their school districts on academic achievement. The data in this report do not suggest that retention is an effective policy for the young at-risk child.
This investigation contrasts two review lessons of two secondary mathematics student teachers with those of their high school cooperating teachers. The data included lesson descriptions constructed from field observations and audiotapes, pre- and post-lesson interviews, and planning materials. Differences between the review lessons were analyzed by interpreting teaching as a complex cognitive skill and as improvisational performance. Despite extensive preparation, the novices' review lessons were less comprehensive than those of the experts, and their explanations were less conceptual. The experts more skillfully improvised activities and explanations around student questions and comments. These differences are explained by the assumption that novices' cognitive schemata for content and pedagogy are less elaborated, interconnected, and accessible than those of the experts.
Previous reviews of literature of Locke's model of goal setting have noted the percentage of confirming studies but have ignored questions of effect size and practical significance. A meta-analysis of the literature was performed. The results support the two central themes of Locke's model: that hard goals lead to better performance than easy goals and that specific goals are superior to "do best" or no goals. However, several variables are found to moderate the strength of these relationships, for example, participative vs. assigned goal setting. The implications of the results for motivational theory and industrial applications are discussed.
This meta-analysis summarizes research studies of evaluations of a technology-based curriculum of the Lightspan Partnership. The curriculum presents for elementary schools multimedia reading, language arts, and mathematics content on CD disks that utilize personal and video-game computers. The game-like curriculum is appropriate for home or school use. The 10 studies included in this research synthesis had (a) experimental and control groups, (b) 2,760 students with complete testing information, and (c) varying demographic attributes. There were significant effects for the program in several domains of curriculum.
This study was based on evidence from Bradley and Bryant (1983) and Ehri and Wilce (1987) that instruction in isolating sounds in words (segmenting) and representing these sounds with letters (spelling) would have a beneficial effect on beginning reading. Subjects (N = 22) in "whole language" first-grade classrooms were given supplemental training involving two 20-minute periods a week for 6½ months. Experimental subjects were trained to segment and spell phonetically regular words, while controls were trained to read letters, words, and text. Both groups used computers for a portion of the training. Trained subjects made significant gains and were better than controls by posttest in measures of reading nonsense words, real words, and oral passages, but not of silent comprehension. They also had an advantage in segmenting and spelling, suggesting a causal relationship between training and reading. Results suggest an advantage in the blending or "cipher" strategy, in contrast to Ehri and Wilce's findings that trained kindergarten children used a "phonetic-cue" strategy. /// [French] Cette recherche est partie des résultats de Bradley et Bryant (1983) et de Ehri et Wilce (1987) suivant lesquels enseigner à isoler des sons dans des mots (segmenter) et à représenter ces sons par des lettres (écriture) aurait un effet positif en début d'apprentissage de la lecture. On a effectué un entraînement supplémentaire comportant deux périodes de 20 minutes par semaine pendant 6 mois et demi à des sujets (N = 22) scolarisés dans des classes de 1° année de "Langage Intégré." On a entrainé les sujets expérimentaux à segmenter et à écrire phonétiquement des mots réguliers, tandis qu'on entraînait les sujets contrôles à lire lettres, mots et texte. Les deux groupes ont utilisé des ordinateurs pour une partie de l'entraînement. Les sujets entrainés ont obtenu des gains significatifs et se sont révélés meilleurs que les contrôles au post-test en lecture de mots sans signification, de vrais mots, en lecture orale de passages, mais pas en compréhension silencieuse. Ils ont également l'avantage en segmentation et en écriture, ce qui suggère une relation causale entre entraînement et lecture. Les résultats suggèrent un avantage dans les stratégies de fusion et le décodage, ce qui s'oppose à la stratégie par "indices phonétiques" des enfants entrainés par Ehri et Wilce. /// [Spanish] Este estudio se basó en evidencia aportada por Bradley y Bryant (1983) y Ehri y Wilce (1987) sobre el hecho de que el entrenamiento en aislar sonidos en palabras (segmentación) y representar esos sonidos con letras (escritura) tendría un efecto beneficioso en lectores principiantes. Los sujetos (N = 22), en cursos de ler grado con el enfoque "lenguaje integral" (whole language) recibieron entrenamiento adicional que implicó dos períodos de 20 minutos por semana durante 6½ meses. Los sujetos experimentales fueron entrenados para segmentar y escribir palabras fonéticamente regulares, los controles fueron entrenados en la lectura de letras, palabras y textos. Ambos grupos usaron computadoras para una parte del entrenamiento. Los sujetos entrenados obtuvieron logros significativos y fueron mejores que los controles en medidas de lectura de pseudopalabras, palabras reales y pasajes orales, pero no en comprensión en lectura silenciosa. Tambien mostraron una ventaja en segmentación y escritura, lo que sugiere una relación causal entre entrenamiento y lectura. Los resultados sugieren una ventaja en la estrategia de síntesis de fonemas o "descifrado," en contraste con Ehri y Wilce que hallaron que niños de preescolar entrenados usaban una estrategia de "pistas fonéticas." /// [German] Die studie basiert auf den Ergebnissen von Bradley und Bryant (1983) und Ehri und Wilce (1987), daß das Erlemen von Lautsegmentierungen in Wörtern und die Repräsentation dieser Laute durch Buchstaben einen positiven Effekt auf den Lesebeginn haben. 22 Untersuchungspersonen aus der ersten Klasse mit umfassendem Sprachprogramm erhielten zusätzliche Lernhilfen von 2 mal 20 Minuten über 6½ Monate. Es wurde ihnen beigebracht, phonetisch regelmäßige Wörter zu segmentieren und zu buchstabieren, während eine Vergleichsgruppe das Lesen von Buchstaben, Wörtem und Texten übte. Beide Gruppen benutzten Computer während eines Teils der Übungen. Trainierte Übungspersonen machten signifikante Fortschritte und übertrafen die Vergleichsgruppe in Nachtests darin, sinnlose und sinnvolle Wörter zu lesen und mündliche Passagen zu begreifen, nicht aber im stillen Verstehen. Sie hatten ebenfalls Vorteile beim Segmentieren und Buchstabieren, was ein Kausalverhältnis von Training und Lesen nahelegt. Die Ergebnisse deuten auf einen Vorteil beim Kombinieren bzw. der 'Entzifferungsstrategie' hin, im Gegensatz zu der Auffassung von Ehri und Wilce, daß Kindergartenkinder eine 'phonetische' Entschlüsselungsstrategie verfolgen.
Results of 120 research studies were combined by meta-analysis to determine effects on mathematics test performance of factors other than knowledge of content. Effect sizes for 18 variables were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges and Olkin. Conditions that enhanced performance included testwiseness training, praise, word-problem pictures, and frequent testing. Conditions that depressed performance included the use of "none of these" as a multiple-choice option and the presence of extraneous information in word problems. Conditions to which performance seemed insensitive included external reward, reproof, and placement of the question in word problems.