John Hattie

John Hattie (2014)

John Hattie , ONZM born John Allan Clinton Hattie (* 1950 in Timaru ) is a New Zealand educator . Since 2011 he has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne (Australia). He was previously Professor of Education at the University of Auckland .

Work area

In his research, he is primarily concerned with influencing factors on successful student performance, with creativity and models of teaching and learning. He is an advocate of evidence-based, quantitative research methods to examine the factors influencing student performance.

John Hattie became known through the Hattie Study, a meta-analysis about meta-analyzes that he presented in his book Visible Learning (2009). He compiled factors influencing student performance and demonstrated that whether students are successful at school still depends heavily on the teacher.

The study was also received by leading German educators such as Eckhard Klieme and Andreas Helmke .

The findings are received nationwide in the advanced training institutions of the education ministries, e.g. B. in the Hessian office for teacher training . Education Minister Mathias Brodkorb announced in October 2014 that all teachers in Mecklenburg-Western Pomerania would be sent a short version of the Hattie study written by Klaus Zierer on behalf of the Schwerin Ministry of Education. This was published under the title Hattie for stressed teachers and is now also available as a separate publication.

In April 2013 the German-language edition of Visible Learning was published under the title Learning to Make Visible and in January 2014 the German-language edition of Visible Learning for Teachers was published under the title Making Learning Visible for Teachers . The translation was done by Klaus Zierer together with Wolfgang Beywl .

In his most recent work, he is increasingly dedicated to the question of how the thinking of teachers influences the learning of students. The annual Visible Learning Conference dealt with this topic and in 2017, in collaboration with Klaus Zierer, Ten Mindframes for Visible Learning: Teaching for success , which was published in 2016 in German under the title Know your influence! “Visible Learning” for classroom practice has been published.

criticism

Inez De Florio-Hansen criticizes Hattie for deliberately limiting himself to measurable cognitive factors, i. H. does not take into account non-measurable affective and social aspects and does not weight the 138 factors determined. The factor “birth weight” is included in the list in the same way as “challenging goals” or “cooperative learning”. Hattie points out that affective and social aspects can be even more important than the factors he cited, but the former are not in his field of vision (as in Visible learning . London, New York 2009). Andreas Helmke disapproves of the allegation and points out that the inclusion of other educational goals that are difficult to measure (e.g. "willingness to help, empathy, compassion, ability to work in a team" etc.) would be welcome for future teaching research, but this would involve considerable additional effort . Hattie himself has dealt with this problem repeatedly in his work. In 2014, Rolf Schulmeister and Jörn Loviscach used random samples to draw attention to factual, methodological and statistical errors in the Hattie study.

Benedikt Wisniewski criticizes the fact that the reception of the Hattie meta-analysis is currently characterized by strong simplifications and insufficient research methodological knowledge of competing educational researchers. Olaf Köller points out that Hattie's book “Visible Learning” provoked a varied response; On the one hand, it was used by educational research to confirm its own views, but on the other hand, it was rejected as unusable due to deficits found. On the other hand, Köller points out that Hattie's statements on teaching effectiveness are generally shared by independent “primary studies” and “overview-like collections of research results”. Hattie notes self-critically that in the case of meta-analyzes there is the risk of deriving causal relationships and not explaining them sufficiently, which is why he intends to develop an evidence-based explanation in his book: “I see my task in including a series of theses of high explanatory value, which contain many (contestable) assumptions. "

Awards

In 2011 he was appointed Officer of the New Zealand Order of Merit (ONZM) by Queen Elisabeth II for his achievements in education . In 2016 he received an honorary doctorate from the University of Augsburg .

Publications

• Self-concept . L. Earlbaum Associates, Hillsdale 1992, ISBN 0-89859-629-7 .
• Visible learning . Routledge, London, New York 2009, ISBN 978-0-415-47618-8 .
• Intelligence and Intelligence Testing . Taylor & Francis Ltd, London et al. a. 2011, ISBN 978-0-415-60092-7 .
• Visible learning for teachers . Routledge, London / New York 2012, ISBN 978-0-415-69015-7 .
• International guide to student achievement . Routledge, London / New York 2012, ISBN 978-0-415-87898-2 .
• Make learning visible . Schneider Verlag Hohengehren, Baltmannsweiler 2013, ISBN 978-3-8340-1190-9 .
• Make learning visible . Schneider Verlag Hohengehren, Baltmannsweiler 2015, ISBN 978-3-8340-1450-4 .
• Make learning visible for teachers . Schneider Verlag Hohengehren, Baltmannsweiler 2014, ISBN 978-3-8340-1300-2 .
• Visible learning into Action:: International Case Studies of Impact . Routledge, London / New York 2015, ISBN 978-1-138-64229-4 .
• Together with Klaus Zierer: Know your influence! “Visible Learning” for classroom practice. Schneider Verlag Honetteren, Baltmannsweiler 2016, ISBN 978-3-8340-1650-8 .

Web links

• Entry on the University of Melbourne website
• Honorary Professor John Hattie, entry on the University of Auckland website ( memento of 23 October 2013 in the Internet Archive )
• Visible Learning plus , John Hattie's private institute
• Wolfgang Beywl, Martin Spiewak , Klaus Zierer : “Take a look!” Interview with John Hattie In: Die Zeit , May 2, 2013.

Footnotes

1. ↑ John Hattie to lead MGSE's Melbourne Education Research Institute. ( Memento of the original from April 8, 2011 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. In: Melbourne University Staff / Student E-news. No. 50, December 2010. 
2. ↑ Martin Spiewak : Hattie study: I ​​am super important! In: DIE ZEIT No. 2/2013 . January 3, 2013.
3. ^ Office for teacher training (ed.): Education moves. No. 13, June 2011 ( lehrerbildung.lsa.hessen.de PDF; 3.23 MB)
4. ↑ svz.de
5. ↑ welt.de
6. ↑ Compare the evidence in the catalog of the German National Library
7. ↑ 2016 Annual Visible Learning Conference - Cvent | Online registration by Cvent. Retrieved January 30, 2017 . 
8. ^ John Hattie, Klaus Zierer: Ten Mindframes For Visible Learning: Teaching for success . Routledge, Place of publication not identified 2017, ISBN 978-1-138-63552-4 .
9. ↑ John Hattie, Klaus Zierer: Know Your Influence !: Visible Learning for Teaching Practice . 1st edition. Schneider Hohengehren, 2016, ISBN 978-3-8340-1650-8 .
10. ^ Inez De Florio-Hansen: Learning effective teaching. A practice-oriented guide. Wissenschaftliche Buchgesellschaft (BG), Darmstadt 2014, ISBN 978-3-534-26379-0 , p. 28.
11. ^ Inez De Florio-Hansen: Learning effective teaching. A practice-oriented guide . Wissenschaftliche Buchgesellschaft (BG), Darmstadt 2014, ISBN 978-3-534-26379-0 , pp. 29-37.
12. ↑ See Andreas Helmke: Interview with Prof. Dr. Andreas Helmke on the Hattie study (October 16, 2017). In: Teaching and Learning. Journal for schools and innovation from Baden-Württemberg. Hattie Study. Pre-print of the 7/2013 edition, 39th year. P. 13.
13. ↑ Rolf Schulmeister, Jörn Loviscach: Errors in John Hattie's “visible learning” , accessed on March 23, 2019.
14. ↑ Cf. Benedikt Wisniewski: Psychology for teacher training. Klinkhardt, Bad Heilbrunn 2nd edition 2016, p. 256
15. ↑ Cf. Olaf Köller: “What works best in school? Hattie's findings on the effects of school and teaching variables on school performance ”. In: Discussion of the Hattie Study. Klett / Kallmeyer, Seelze 2nd edition 2014, ISBN 978-3-7800-4804-2 . P. 24 f.
16. ↑ John Hattie: Making Learning Visible. Schneider Verlag Hohengehren, Baltmannsweiler 2015, ISBN 978-3-8340-1450-4 . P. 279 f.
17. ↑ Department of the Prime Minister and Cabinet : The Queen's Birthday Honors List 2011 ( Memento of the original from March 9, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.