ABSTRACT
Visible Learning Guide to Student Achievement critically examines the major influences shaping student achievement today. A revision of theInternational Guide to Student Achievement, this updated edition provides readers with a more accessible compendium of research summaries – with a particular focus on the school sector. As educators throughout the world seek to enhance learning, the information contained in this book provides practitioners and policymakers with relevant material and research-based instructional strategies that can be readily applied in classrooms and schools to maximize achievement. Rich in information and empirically supported research, it contains seven sections, each of which begins with an insightful synthesis of major findings and relevant updates from the literature since the publication of the first Guide. These are followed by key entries, all of which have been recently revised by the authors to reflect research developments. The sections conclude with user-friendly tables that succinctly identify the main influences on achievement and practical implications for educators. Written by world-renowned bestselling authors John Hattie and Eric M. Anderman, this book is an indispensable reference for any teacher, school leader and parent wanting to maximize learning in our schools.
TABLE OF CONTENTS
section 2.1|8 pages
Gender influences
section 2.2|6 pages
Learning difficulties in school
section 2.3|7 pages
Indigenous and other minoritized students
section 2.4|7 pages
Personality influences – the Big Five and achievement
section 2.5|11 pages
Motivation
section 3.1|6 pages
Home environment
section 3.2|5 pages
Socioeconomic status and student achievement
section 3.3|9 pages
Parent involvement in learning
section 4.1|7 pages
Ability grouping
section 4.2|6 pages
Class size
section 4.3|6 pages
Financing schools
section 4.4|6 pages
Influences of school layout and design on student achievement
section 4.5|10 pages
Middle school transitions
section 5.1|5 pages
Homework and academic achievement
section 5.2|6 pages
The role of formative assessment in student achievement
section 5.3|7 pages
Collaboration in the classroom
section 5.4|6 pages
Pedagogical content knowledge
section 5.5|8 pages
Emotion and achievement in the classroom
section 5.6|7 pages
Teacher-student relationships
section 5.7|6 pages
Classroom management and student achievement
section 5.8|7 pages
Academic motivation and achievement in classrooms
section 5.9|16 pages
Nontraditional teacher preparation
section 6.1|8 pages
Successful mathematics achievement is attainable
section 6.2|7 pages
Bilingual education programs and student achievement
section 6.3|6 pages
Language teaching curricula
section 6.4|6 pages
Response to intervention and multitiered systems of supports
section 6.5|9 pages
Writing instruction
section 6.6|7 pages
Role of discussion in reading comprehension
section 6.7|9 pages
Achievement in adolescent health education
section 7.1|6 pages
Metacognitive strategies
section 7.2|5 pages
The role of questions in academic achievement
section 7.3|6 pages
Teacher immediacy
section 7.4|7 pages
Problem-based learning
section 7.5|8 pages
Direct instruction
section 7.6|6 pages
Goal orientation
section 7.7|6 pages
Multimedia learning
section 7.8|6 pages
Reciprocal teaching
section 7.9|7 pages
Technology-supported learning and academic achievement
section 7.10|5 pages
Study skills
section 7.11|10 pages
Problem solving