6 Questions About John Hattie’s Meta-analyses: The Big Picture Of Data
What if a teaching strategy improves test scores but stifles creativity and ambition? Is that still a ‘win’?
What if a teaching strategy improves test scores but stifles creativity and ambition? Is that still a ‘win’?
Laboratory neuroscience research cannot be proof of what will happen in a classroom or with any one student.
Measurable student success should result from a learner demonstrating sufficient knowledge of the content. That can come in a variety of ways.
Hattie’s effect sizes in ascending order are not recommendations, but rather a comprehensive synthesis of a huge amount of data.
How do we display data so that it is accessible? If teachers are given this data, what do they with it to improve outcomes for students?
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