But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood – and at times misunderstood – and what future directions research should take. Visible Learning: The Sequel reiterates the author’s desire to move beyond claiming what works to what works best by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it?
Key Features
- The evidence base and reactions to Visible Learning
- The Visible Learning model
- The intentional alignment of learning and teaching strategies
- The influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievement
- The impact of technology
Additional Information
Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools?
Building upon the success of the original, this highly anticipated sequel expands Hattie’s model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker.
John Hattie is Emeritus Laureate Professor at the Graduate School of Education, University of Melbourne, Australia. He is one of the world’s best-known and most widely read education experts, and his Visible Learning series of books have been translated into 29 different languages and have sold over 2 million copies.
Specifications
Recommendations
"Reveals teaching's Holy Grail" The Times Educational Supplement
"I have no doubt that this final offering will be seen as prophetic, and will be discussed and debated for years to come... its commitment to scientific integrity, particularly with regard to pedagogical models and implementation, make it a touchstone text for teaching and leadership practice." Robbie Burns, Schools Week
