inTERVIEW


John Hattie belongs to a select group of academics whose work has had a profound and far-reaching impact on teaching and learning. Alan Thomson spoke with Professor Hattie about his work, his critics and his faltering plans for retirement.


MAKING AN IMPACT


t is hard to overstate the impact that John Hattie’s 2008 book, Visible Learning, continues to have on teachers, trainers, academics, policymakers and learners around the world. By synthesising the data from 800 meta-studies of around 50,000 individual studies involving some tens of millions of learners, Hattie was able to


quantify the likely effect that a given teaching strategy or approach, say micro-teaching, mastery learning or scaffolding, will have on learning outcomes, compared to not having that approach. He now uses data from more than 1,500 meta-studies. Effect sizes – statistical


measurements of magnitude – were calculated for a number of different teaching strategies or interventions as well as educational policies (such as streaming). There were 138 in Visible Learning, which have increased to more than 250 in later editions. An effect size of more than 0.4 suggests a greater than average


10 ISSUE 36 • SUMMER 2019 inTUITION


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