March 2023
Nordic Psychology
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March 2023
Nordic Psychology
November 2022
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3 Reads
Nordic Psychology
September 2022
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2 Reads
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1 Citation
Nordic Psychology
August 2021
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348 Reads
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5 Citations
Nordic Psychology
In recent years, John Hattie’s book Visible Learning (2009) has greatly influenced educational practitioners and policymakers. The visible learning approach has been deemed “the Holy Grail of teaching” (Mansell, 2008), and Hattie has been called the “messiah” of educational research (Evans, 2012). In this article, we outline some of the significant methodological problems embedded in Hattie’s work and relate them to his theoretical stance. We argue that his focus on single causal factors causes him to disregard important dimensions in educational practice. Furthermore, by analyzing parts of the primary research and the meta-analysis upon which Hattie grounds his conclusions, we find both serious methodological challenges and validity problems. We relate these problems to the technological rationality that informs Hattie’s work and implicitly constitutes his theoretical approach. Finally, we outline, among other things, how questions of human agency and intentionality for attending school become marginalized as the broader consequences of using Hattie’s approach to institutionally organize teaching processes. Another consequence of Hattie’s work is that educational research begins with questions of methods rather than research into schools’ everyday teaching practices.
May 2021
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37 Reads
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3 Citations
International Review of Theoretical Psychologies
This article addresses how we are to understand mindfulness as a cultural phenomenon and why it has changed so little of what it originally set out to address. In the article, it will be argued that we need to understand the development of mindfulness as a part of the progression of neoliberalism. Central in the analysis of neoliberalism stands Harvey’s concept of accumulation by dispossession (2003, 2007) helping us understanding the transformations mindfulness has made from being a part of a religious practice to becoming a product in the modern health discourse through processes of privatizing and commodification. Finally, the article discusses if mindfulness contains critical potentials for change.
May 2021
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56 Reads
International Review of Theoretical Psychologies
Why is the work of educational researcher John Hattie’s work so popular today? This is the question we will try to answer in this paper. Based on a very large empirical database, Hattie calculates the effects of numerous educational interventions and factors influencing student achievements. Despite documented methodological flaws in his work, Hattie’s work keep attracting the attention of policy makers, teachers and educational researchers all over the world. We propose to understand thepopularity of Hattie’s work in relation to the ongoing debate about the legitimation of schooling – using Habermas’ (1976) work Legitimation Crisis as point of departure. Our claim is that Hattie is offering a theoretical synthesis of effective teaching as a way to legitimize modern schooling. However, there are a number of problems with this synthesis, most notably that it does not include the pupils’ intentions for participating.
... IKIP Siliwangi is a higher education institution that is committed to improving the quality of student learning. In this context, the implementation of Hattie's Visible Learning evaluation model can provide valuable insights into the factors that most influence learning (Hattie, 2008, Hattie., J. & Ziere., 2019, Nielsen & KlitmØller, 2021, Lipsch-Wijnen & Dirkx , 2022. ...
August 2021
Nordic Psychology
... Hence, I will try to use the already mentioned criteria and point towards three issues to be reckoned with in terms of contextualizing mindfulness and remind ourselves of the diversity involved in understanding it as a concept. As a departure, I will use McMahan and Braun (2017) and Nielsen (2021) both exploring the historical background and contemporary use of the concept of mindfulness. ...
May 2021
International Review of Theoretical Psychologies