John Hattie's Effect Size Research
In his book, Visible Learning for Teachers: Maximizing Impact on Learning (Hattie, 2012), John Hattie examines data from more than 900 studies in order to rank their effectiveness on student achievement.
From the meta-analysis, Hattie identifies Teacher Credibility and Teacher-Student Relationships as having major effect sizes. Teacher-Student Relationships yields an effect size of 0.72.
When taken as part of Teacher Credibility the yield increases to an effect size of 0.9.
Teachers are judged by students to be credible when they:
- Create trusting relationships with the student
- Are competent in the area that they teach
- Display passion for what they teach or their profession
Hattie's (Hattie, 2012) research also identified the most important teacher behaviors (Mind frames) that lead to student achievement. Notice how many of these have to do with relationships!
- thinking of and evaluating your impact on students’ learning;
- the importance of assessment and feedback for teachers;
- working collaboratively and the sense of community;
- the notion that learning needs to be challenging;
- engaging in dialogue and the correct balance between talking and listening;
- conveying the success criteria to learners;
- building positive relationships.
Cosmopolitanism
In his book titled Cosmopolitanism (Appiah, 2006), Kwame Appiah discusses the importance of learning about different cultures. When we bring multicultural literature and experiences into the classroom, we are are not only validating the experiences of the children of that culture, but equally as important, we are also exposing all of the students in our classroom to the richness of our world. According to Appiah “ ...we should learn about people in other places, take an interest in their civilizations, their arguments, their errors, their achievements, not because that will bring us to agreement, but because it will help us get used to one another”(p.1226). It’s this getting used to each other that will help us live at peace with one another.
With this in mind, the focus of many of the activities used here, to demonstrate how powerful relationships could be to literacy learning, focus on children who are learning a second language or minority children, however they benefit all children in our classrooms.
In his book titled Cosmopolitanism (Appiah, 2006), Kwame Appiah discusses the importance of learning about different cultures. When we bring multicultural literature and experiences into the classroom, we are are not only validating the experiences of the children of that culture, but equally as important, we are also exposing all of the students in our classroom to the richness of our world. According to Appiah “ ...we should learn about people in other places, take an interest in their civilizations, their arguments, their errors, their achievements, not because that will bring us to agreement, but because it will help us get used to one another”(p.1226). It’s this getting used to each other that will help us live at peace with one another.
With this in mind, the focus of many of the activities used here, to demonstrate how powerful relationships could be to literacy learning, focus on children who are learning a second language or minority children, however they benefit all children in our classrooms.
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This is a book review that I did on Appiah's book titled Cosmopolitanism.
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Sources Cited
Appiah, A. (2006). Cosmopolitanism: Ethics in a world of strangers. New York: Norton.
Bean, R.M., & Dagan, A.S. (2012). Best practices of literacy leaders: Keys to school improvement. New York: Guilford Press.
Bean, R.M. (2015). The reading specialist: Leadership and coaching for the classroom, school, and community. New York: Guilford Press.
Duke, N. K. (2012). Reading and writing genre with purpose in K-8 classrooms. Portsmouth, NH: Heinemann.
Environmental Justice Organisations, Liabilities and Trade. (n.d.). Retrieved from http://www.ejolt.org/2012/12/needs
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
Helman, L. (2016). Literacy development with English learners: Research-based instruction in grades K-6. New York, NY: The Guilford Press.
Pearson, P. D., & Hiebert, E. H. (2015). Research-based practices for teaching common core literacy. New York, NY: Teachers College Press.
Samuels, S. J., & Farstrup, A. E. (2011). What Research Has to Say About Reading Instruction. International Reading Association.
Woods, M. L., & Moe, A. J. (1989). Analytical reading inventory. Columbus u.a.: Merril.