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Visible learning is a meta-study that analyzes effect sizes of measurable influences on learning outcomes in educational settings. [1] It was published by John Hattie in 2008 and draws upon results from 815 other Meta-analyses. The Times Educational Supplement described Hattie's meta-study as "teaching's holy grail". [2]
Visible Learning has come under criticism for mathematical flaws in the calculation of effect sizes and misleading presentation of meta-analyses in the book. [ 7 ] In the 2011 Queen's Birthday Honours , Hattie was appointed an Officer of the New Zealand Order of Merit for services to education.
In statistics, an effect size is a value measuring the strength of the relationship between two variables in a population, or a sample-based estimate of that quantity. It can refer to the value of a statistic calculated from a sample of data, the value of one parameter for a hypothetical population, or to the equation that operationalizes how statistics or parameters lead to the effect size ...
The probability of superiority or common language effect size is the probability that, when sampling a pair of observations from two groups, the observation from the second group will be larger than the sample from the first group. It is used to describe a difference between two groups.
Effect of selected alterable variables on student achievement [1]: 6 [10] Object of change process Alterable variable Effect size Percentile equivalent Teacher Tutorial instruction: 2.00 98 Teacher Reinforcement 1.2 Learner Feedback-corrective (mastery learning) 1.00 84 Teacher Cues and explanations 1.00 Teacher, Learner
In Visible Learning, John Hattie's meta-analysis of school improvement research, Hattie writes that Invitational Education "is not 'niceness' at work, but rather an approach that places much reliance on the teachers and schools to make learning exciting, engaging, and enduring. Where there are school differences, it is these types of effects ...
The spacing effect demonstrates that learning is more effective when study sessions are spaced out. This effect shows that more information is encoded into long-term memory by spaced study sessions, also known as spaced repetition or spaced presentation , than by massed presentation (" cramming ").
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.