Visible Learning : the Sequel

Published in 2008, the first Visible Learning caught the education world by surprise and sold out within days. This follow-up returns to that work with a much larger evidence base: more than 2,100 meta-analyses, twice the number in the original, covering over 130,000 studies and the learning of more than 400 million pupils worldwide.

Rather than simply updating the figures, the sequel steps back to survey the whole arc of the project. Hattie examines how its ideas have been put into practice in schools, how they have been read and, at times, misread, and where research should head next. A central aim is to move the conversation from which strategies work to which work best.

The book poses a set of pointed questions. Why are the long-standing conventions of how schools are organised so firmly rooted in classrooms, and can they change? Why does teachers' development level off so quickly after their first few years? How might teachers cultivate mind-frames that place learning and listening at the centre of their work? And how can research evidence become a regular part of discussion within a school?

Extending his model of teaching and learning grounded in measured impact, the book is written for a wide readership, including researchers, classroom teachers, students, school leaders, teacher trainers and policymakers.