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Virtues in the Public Sphere: Citizenship, Civic Friendship and Duty
by James ArthurVirtues in the Public Sphere features seventeen chapters by experts from a variety of different perspectives on the broad theme of virtue in the public sphere. Spanning issues such as the notion of civic friendship and civic virtue, it sheds light on the role that these virtues play in the public sphere and their importance in safeguarding communities from the threats of a lack of concern for truth, poor leadership, charlatanism, and bigotry. This book highlights the theoretical complexity of putting virtue ethics into practice in the public domain at a time when it has been shaken by unpredictable political, social, technological, and cultural developments. With contributions from internationally acclaimed scholars in the fields of philosophy, psychology, sociology, and education, this book highlights the main issues, both theoretical and practical, of putting virtue ethics into practice in the public domain. Split into three sections – "Virtues and vices in the public sphere", "Civic friendship and virtue", and "Perspectives on virtue and the public sphere" – the chapters offer a timely commentary on the roles that virtues have to play in the public sphere. This timely book will be of great interest to researchers, academics, and post-graduate students in the fields of education, character and virtue studies, and will also appeal to practitioners.
Virtues of Openness: Education, Science, and Scholarship in the Digital Age
by Michael A. Peters Peter RobertsThe movement toward greater openness represents a change of philosophy, ethos, and government and a set of interrelated and complex changes that transform markets altering the modes of production and consumption, ushering in a new era based on the values of openness: an ethic of sharing and peer-to-peer collaboration enabled through new architectures of participation. These changes indicate a broader shift from the underlying industrial mode of production—a “productionist” metaphysics—to a postindustrial mode of consumption as use, reuse, and modification where new logics of social media structure different patterns of cultural consumption and symbolic analysis becomes a habitual and daily creative activity. The economics of openness constructs a new language of “presuming” and “produsage” in order to capture the open participation, collective co-creativity, communal evaluation, and commons-based production of social and public goods. Information is the vital element in the “new” politics and economy that links space, knowledge, and capital in networked practices and freedom is the essential ingredient in this equation if these network practices are to develop or transform themselves into 'knowledge cultures'. The Virtues of Openness investigates the social processes and policies that foster openness as an overriding educational value evidenced in the growth of open source, open access, and open education and their convergences that characterize global knowledge communities. The book argues that openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results.The Virtues of Openness examines the complex history of the concept of the open society before beginning a systematic investigation of openness in relation to the book, the “open text” and the written word. These changes are discussed in relation to the development of new open spaces of scholarship with their impact upon open journal systems, open peer review, open science, and the open global digital economy.
Virtues of Openness: Education, Science, and Scholarship in the Digital Age (Interventions: Education, Philosophy, And Culture Ser.)
by Michael A. Peters Peter RobertsThe movement toward greater openness represents a change of philosophy, ethos, and government and a set of interrelated and complex changes that transform markets altering the modes of production and consumption, ushering in a new era based on the values of openness: an ethic of sharing and peer-to-peer collaboration enabled through new architectures of participation. These changes indicate a broader shift from the underlying industrial mode of production—a “productionist” metaphysics—to a postindustrial mode of consumption as use, reuse, and modification where new logics of social media structure different patterns of cultural consumption and symbolic analysis becomes a habitual and daily creative activity. The economics of openness constructs a new language of “presuming” and “produsage” in order to capture the open participation, collective co-creativity, communal evaluation, and commons-based production of social and public goods. Information is the vital element in the “new” politics and economy that links space, knowledge, and capital in networked practices and freedom is the essential ingredient in this equation if these network practices are to develop or transform themselves into 'knowledge cultures'. The Virtues of Openness investigates the social processes and policies that foster openness as an overriding educational value evidenced in the growth of open source, open access, and open education and their convergences that characterize global knowledge communities. The book argues that openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results.The Virtues of Openness examines the complex history of the concept of the open society before beginning a systematic investigation of openness in relation to the book, the “open text” and the written word. These changes are discussed in relation to the development of new open spaces of scholarship with their impact upon open journal systems, open peer review, open science, and the open global digital economy.
The Virtuoso Liszt (New Perspectives In Music History And Criticism Ser. #13 (PDF))
by Dana GooleyThe greatest virtuoso career in history - that of Franz Liszt - has been told in countless biographies. But what does that career look like when viewed from the perspective of European cultural history? In this study Dana Gooley examines the world of discussion, journalism, and controversy that surrounded the virtuoso Liszt, and reconstructs the multiple symbolic identities that he fulfilled for his enthusiastic audiences. Gooley's work is based on extensive research into contemporary periodicals - well-known and obscure journals and newspapers - as well as letters, memoirs, receipts and other documents that shed light on Liszt's concertising activities. Emphasising the virtuoso's contradictions, the author shows Liszt being constructed as a model aristocrat and a model bourgeois, as a German nationalist and a Hungarian nationalist, as a sensitive romantic artist and a military dictator, as a greedy entrepreneur and as a leading force for humanitarian charity.
Virtuous Cycles in Humanistic Management: From the Classroom to the Corporation (Contributions to Management Science)
by Ricardo Aguado Almudena EizaguirreThis volume is divided into three major parts, each of which symbolizes a new virtuous circle that is added to the previous one in order to foster the dissemination of humanistic management (HM) among corporations and social institutions. After an introductory chapter explaining the concept of humanistic management and the plan behind this research project, the first part of the book is devoted to education. The authors address pedagogical strategies that can be used in higher education to introduce students to HM.In turn, the second part of the book focuses on the implementation of HM in corporations, while the third presents an approach for measuring and monetizing the social value generated by corporations through their economic activities. In the closing chapter, the editors illustrate how the three parts of the book can be combined to generate virtuous cycles in corporations.
The Virtuous Physician: The Role of Virtue in Medicine (Philosophy and Medicine #114)
by James A. MarcumAlthough modern medicine enjoys unprecedented success in providing excellent technical care, many patients are dissatisfied with the poor quality of care or the unprofessional manner in which physicians sometimes deliver it. Recently, this patient dissatisfaction has led to quality-of-care and professionalism crises in medicine. In this book, the author proposes a notion of virtuous physician to address these crises. He discusses the nature of the two crises and efforts by the medical profession to resolve them and then he briefly introduces the notion of virtuous physician and outlines its basic features. Further, virtue theory is discussed, along with virtue ethics and virtue epistemology, and specific virtues, especially as they relate to medicine. The author also explores the ontological priority of caring as the metaphysical virtue for grounding the notion of virtuous physician, and two essential ontic virtues—care and competence. In addition to this, he examines the transformation of competence into prudent wisdom and care into personal radical love to forge the compound virtue of prudent love, which is sufficient for defining the virtuous physician. Lastly, two clinical case stories are reconstructed which illustrate the various virtues associated with medical practice, and it is discussed how the notion of virtuous physician addresses the quality-of-care and professionalism crises.
Visible Learners: Promoting Reggio-Inspired Approaches in All Schools
by Mara Krechevsky Ben Mardell Melissa Rivard Daniel WilsonA progressive, research-based approach for making learning visible Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classrooms are committed to five key principles: that learning is purposeful, social, emotional, empowering, and representational. The book includes visual essays, key practices, classroom and examples. Show how to make learning happen in relation to others, spark emotional connections, give students power over their learning, and express ideas in multiple ways Illustrate Reggio-inspired principles and approaches via quotes, photos, student and teacher reflections, and examples of student work Offer a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom Visible Learners asks that teachers look beyond surface-level to understand who students are, what they come to know, and how they come to know it.
Visible Learners: Promoting Reggio-Inspired Approaches in All Schools
by Mara Krechevsky Ben Mardell Melissa Rivard Daniel WilsonA progressive, research-based approach for making learning visible Based on the Reggio Emilia approach to learning, Visible Learners highlights learning through interpreting objects and artifacts, group learning, and documentation to make students' learning evident to teachers. Visible classrooms are committed to five key principles: that learning is purposeful, social, emotional, empowering, and representational. The book includes visual essays, key practices, classroom and examples. Show how to make learning happen in relation to others, spark emotional connections, give students power over their learning, and express ideas in multiple ways Illustrate Reggio-inspired principles and approaches via quotes, photos, student and teacher reflections, and examples of student work Offer a new way to enhance learning using progressive, research-based practices for increasing collaboration and critical thinking in and outside the classroom Visible Learners asks that teachers look beyond surface-level to understand who students are, what they come to know, and how they come to know it.
Visible Learning: A Synthesis Of Over 800 Meta-analyses Relating To Achievement
by John HattieThis unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Visible Learning: A Synthesis Of Over 800 Meta-analyses Relating To Achievement (PDF)
by John HattieThis unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
by John HattieThis unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
by John HattieThis unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Visible Learning: A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement
by John HattieWhen 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 technology 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.
Visible Learning: A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement
by John HattieWhen 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 technology 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.
Visible Learning: Feedback
by John Hattie Shirley ClarkeFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Visible Learning And The Science Of How We Learn (PDF)
by John Hattie Gregory YatesOn publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's 'holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
Visible Learning and the Science of How We Learn
by John Hattie Gregory C. YatesOn publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
Visible Learning and the Science of How We Learn
by John Hattie Gregory C. YatesOn publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
Visible Learning Feedback
by John Hattie Shirley ClarkeFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie's world-famous research expertise with Clarke's vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Visible Learning: Feedback
by John Hattie Shirley ClarkeFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Visible Learning Feedback (PDF)
by John Hattie Shirley ClarkeFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie's world-famous research expertise with Clarke's vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
Visible Learning For Teachers: Maximizing Impact On Learning (PDF)
by John HattieIn November 2008, John Hattie's ground-breaking book Visible Learningsynthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teacherstakes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learningto any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; 'how do we maximise achievement in our schools?'
Visible Learning for Teachers: Maximizing Impact on Learning
by John HattieIn November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
Visible Learning for Teachers: Maximizing Impact on Learning
by John HattieIn November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management. Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
Visible Learning Guide to Student Achievement: Schools Edition
by John Hattie Eric M. AndermanVisible Learning Guide to Student Achievement critically examines the major influences shaping student achievement today. A revision of the International 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.