Building on Hattie’s original meta-analyses of studies related to what works in teaching and learning, he now focuses on what works best based on evidence of impact by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools?
Reviewed by Carol Campbell, PhD
Vice President for Education
Southwestern Union Conference
Authors: Kay Psencik, Frederick Brown, and Stephanie Hirsh
