Hattie was born in 1950 in Timaru, and attended Timaru Boys' High School. In addition to being lauded as a leading educational expert, previously John Hattie taught both middle school and high school as a classroom teacher before entering graduate studies. He was previously professor of education at the University of Auckland, the University of North Carolina Greensboro, and the University of Western Australia. He has been a professor of education and director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. John Allan Clinton Hattie ONZM (born 1950) is a New Zealand education academic. An instructor teaching rock-climbing will have continuous visual feedback on the success of his teaching efforts (pupils climbing high or falling down) and be able to adjust his teaching accordingly.Decision criteria for determining unidimensionality (1981) The visible learning story is illustrated using the example of outdoor training. Prior to presenting the barometers and effect size rankings, Hattie develops his visible learning story, which is summarised in the following quote: “Visible teaching and learning occurs when learning is the explicit goal, when it is appropriately challenging, when the teacher and student both seek to ascertain whether and to what degree the challenging goal is attained, when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and when there are active, passionate and engaging people participating in the act of learning” (p. Hattie neatly presents the effect sizes in a graphical barometer and convincingly argues that only effect sizes higher than 0.4 are in the so-called zone of desired effects (in other words, are worth the effort). To this end he applies the tools of meta-analysis to a huge body of empirical research and calculates effect sizes (denoted d) for 138 influences in the following domains: student, home, school, teacher, curricula and teaching approaches. He then proposes to move beyond “everything goes”, towards the development of a barometer of “what works best”. Hattie starts from the observation that in education “everything seems to work”, as educational interventions of almost any kind seem to have a positive effect on student achievement.

John hattie