ABSTRACT
This chapter begins with the work of John Hattie. Hattie has carried on a kind of Holy Grail quest to define teaching excellence. Hattie seized on meta-analysis as the vehicle of choice for his massive quest, as did many other researchers in education. This meant that Hattie was not limited by his ability to assemble studies to create his own meta-analyses; he could pull together meta-analyses conducted by others. Hattie offers some broad conclusions. Prominent among them is the recognition that teaching excellence is a deliberate and artful blend of subject-centered and student-centered approaches. Hattie’s work and the Hewlett-American Institutes for Research studies, along with the National Research Council review, provide empirical support for the deeper learning construct. They show that the agreement, from numerous policy reports, about what constitutes good teaching stands on a solid foundation of research.
