Visible learning : a synthesis of over 800 meta-analyses relating to achievement
John A.C. Hattie
Bok Engelsk 2009 John Hattie
Utgitt | London : Routledge , 2009
|
---|---|
Omfang | IX, 378 s. : ill
|
Opplysninger | When the original Visible Learning® was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing "teaching’s Holy Grail". Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world.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? 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?. - Areas covered include: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 technologyBuilding 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. - I denne boken presenteres resultatet av 15 års forskning på læring i skolen. Den er en sammenfatning av 800 metaanalyser basert på mer enn 50 000 studier. Ved å knytte ulike faktorer som påvirker skoleelevenes prestasjoner til hverandre, har forfatteren utviklet en modell for det han kaller synlig undervisning og synlig læring. Den fokuserer blant annet på læringsstrategier for å utvikle konseptuell forståelse for hva lærere og elever kan og forstår. John Hattie er professor i pedagogikk og direktør for Visible Learning Labs ved University of Auckland, New Zealand
|
Emner | Effective teaching - Longitudinal studies
Learning - Longitudinal studies LÆRING Skoler Vis mer... Teacher effectiveness - Longitudinal studies
Teaching - Longitudinal studies Undervisning - Meta-analyser evidensbasert didaktikk evidensbasert pedagogikk forskningsbasert kognitive prosesser lærere læring læring skolen læringsmiljø undervisning meta-analyser studier pedagogisk psykologi kognitive prosesser learning styles læringsstiler prosessar longitudinelle effektiv lærere skoleprestasjoner forskningsbasert langtidsstudier evidensbasert didaktikk pedagogikk læringsutbytte læring undervisning meta-analyser studier pedagogisk psykologi kognitive prosesser learning styles læringsstiler prosessar langtidsstudier longitudinelle effektiv undervisning lærere skoleprestasjoner forskningsbasert evidensbasert læringsstiler meta-analyser pedagogisk psykologi prosessar skoleprestasjoner studier undervisning Achievement : D000124 Adolescent : D000293 Child : D002648 Cognition : D003071 Education : (DNLM)D004493 : D004493 Effective teaching : (DLC) sh 95003618 Grunnskolen : (NO-TrBIB)HUME23030 Kognisjon : (NO-TrBIB)HUME08071 Learning : (DLC) sh 85075520 Learning : D007858 Longitudinal Studies : D008137 Lærere og elever : (NO-OsBA)1124609 : (NO-OsBA)1121578 Læring Læring : (NO-OsBA)1122626 Læring : (NO-TrBIB)HUME08079 Meta-Analysis Pedagogisk psykologi : (NO-OsBA)1117380 Pedagogisk psykologi : (NO-TrBIB)HUME25036 Schools : D012574 Teacher effectiveness : (DLC) sh 95003615 Teaching : D013663 Undervisning : (NO-OsBA)1142372 : (NO-OsBA)1120999 |
Dewey | |
ISBN | 0-415-47617-8. - 0-415-47618-6. - 978-0-415-47617-1. - 978-0-415-47618-8
|