Professor John Hattie: Recent Publications

Professor Hattie’s more recent publications, including research that has been extended based on the initial findings from the Visible Learning (2009) meta-analysis.

  1. Hattie, J.A.C. & Yates, G. (2014).  Visible Learning and the Science of how we Learn.  Routledge, UK.
    1. Norwegian version: Synligt larande: hvordan vilaerer. Cappelen Damm, 2014.
    2. Danish version: Synlig laering og laeringens anatomi.  Dafolo. 2014.
  2. Hattie, J.A.C., & Anderman, E. (2013).  Handbook on Student Achievement.  Routledge, New York.
  3. Hattie, J.A.C. (2012).  Visible learning for teachers.  Maximizing impact on achievement. Oxford, UK: Routledge.
    1. Swedish version:  Synligt larande for larare. Natur & Kultur, 2013.
    2. Danish version:     Synligt larande for larare. Dafolo, 2013.
    3. Norwegian version: Synligt larande for larare. Dafolo, 2013.
    4. Dutch version: Leren zichtbaar maken. Bazalt, 2013.
    5. German version: Lernen sichtbar machen fur Lehrpersonen. Schneider Verlag Hohengehren GmbH.  Trans Wolfgang Beywl & Klaus Zierer
  4. Hattie, J.A.C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement.  Oxford, UK: Routledge.
    1. German version: Lernen sichtbar machen.  Wolfgang Beywl & Klaus Zierer (Trans). Schneider Verlag Hohengehren GmbH, 2013.
    2. Swedish version: Synligt larande.  Natur & Kultur, 2013.
    3. Swedish version: Synligt larande.  Natur & Kultur, 2014.  Second edition
  1. Hattie, J.A. C. (in press). High-Impact Leadership: Effective instructional leaders don’t just focus on student learning. They relentlessly search out and interrogate evidence of that learning.  Educational Leadership.
  2. Pfost, M., Hattie, J.A.C., Dorfler, T., & Artelt, C. (2014). Individual Differences in Reading Development: A Review of 25 Years of Empirical Research on Matthew Effects in Reading, Review of Educational Research, 84(2), 203-244.
  3. Gan, M.J.S., & Hattie, J.A.C. (in press). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task.  Instructional Science.
  4. Clinton, J.M., & Hattie, J.A.C. (2014). Education and Empowerment Evaluation.  In Fetterman, D., Kaftarian, S., and Wandersman, A. (Eds.). Empowerment Evaluation:  Knowledge and Tools for Self-assessment, Evaluation Capacity Building, and Accountability.  Thousand Oaks, CA: Sage.
  5. Hattie , J.A.C., & Wollenschläger, M. (2014). A conceptualization of feedback.  In H. Ditton & A. Muller (Eds)., Feedback und Ruckmeldungen.  (pp. 135-150) Munster Germany: Waxmann.
  6. Wollenschläger,, M., Hattie, J.A.C., Möller, J., & Harms, U. (in review). Competential Feedback Effects on Performance: Are They Mediated by Calibration?
  7. Hattie, J.A.C.  & Yates, G.C.R. (2014). Using feedback to promote learning. In V.A. Benassi, C.E. Overson, & C.M Hakala (Eds).  Applying science of learning in education: Infusing psychological science into the curriculum. pp. 45-58.  Washington, DC, American Psychological Association.
  8. Harks, B., Rakoczy, K., Hattie, J., Besser, M., &  Klieme, E.  (2013). The effects of feedback on achievement, interest, and self-evaluation: The role of feedback's perceived usefulness.  Educational Psychology, 24(4), 269-290.  DOI: 10.1080/01443410.2013.785384
  9. Clinton, J.C., & Hattie, J.A.C. (2013). New Zealand students' perceptions of parental involvement: Relations with liking, efficacy and achievement.  Asia Pacific Journal of Education, 33(3), 324-337.
  10. Yates, G.C.R., & Hattie, J.A.C. (2013). Experts amongst us: What do we know about them?  Journal of Educational Enquiry, 12(1), 40-51.
  11. Suri, H., & Hattie, J.A.C. (2013). Meta-analysis and research synthesis in Education.  Oxford Bibliographies.
  12. Winheller, S., Hattie, J.A., & Brown, G. (2013). Factors influencing early adolescents’ mathematics achievement: High-quality teaching rather than relationships. Learning Environments Research, 16(1), 49-69. doi: 10.1007/s10984-012-9106-6
  13. Suri, H.,  & Hattie, J (2013). Meta-Analysis and Research Synthesis in Education. In L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press.
  14. Hattie, J.A.C. (2013). Calibration and confidence:  Where to next? Learning and Instruction, 24, 62-66.
  15. Hattie, J.A.C . (2013). The power of feedback in school settings. In R. Sutton (Ed). Feedback: The handbook of criticism, praise, and advice. Peter Lang.
  16. Hattie, J., & Clinton, J. (2012).  Physical activity is not related to performance at school.  Archives: Pediatrics and Adolescent Medicine, 166(7), 678.
  17. Watkins, D.W. & Hattie, J.A.C. (2012). Multiple Goals in a Hong Kong Chinese Educational Context: An Investigation of Developmental Trends and Learning Outcome, Australian Journal of Education, 56(3), 273-286.
  18. Hattie, J.A.C. (2012).  Know thy impact.  Educational leadership, 70(1), 18-23.
  19. Chen, J.J., Brown, G.T., Hattie, J.A.C., & Milward, P. (2012). Teachers’ conceptions of excellent teaching and its relationship to self-reported teaching practices.  Teaching and Teacher Education28(7), 936-947. doi:10.1016/j.tate.2012.04.006
  20. Bendiksen, L., Robinson, V.M.J., & Hattie J.A.C. (2012). Principal Instructional Leadership – what is it and what is its relationship to secondary school performance?  SET: research information for teachers, 1, 2-8.
  21. Hattie, J.A.C., & Gan. M. (2011).  Instruction based on feedback.  In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning and Instruction. (pp. 249-271). New York:  Routledge.
  22. Hattie, J.A.C. (2011). Purposes and uses of educational research.  QTU Professional Magazine, 26, Nov, 8-10.
  23. Hattie, J.A.C., & Clinton, J.M. (2011). School leaders as evaluators. In Activate: A leader’s guide to people, practices and processes. (pp. 93-118). Englewood, CO: The Leadership and learning Center.
  24. Robinson, V.M.J., Bendikson, L., & Hattie, J.A.C. (2011).  Leadership and student outcomes: Are secondary schools unique?  In J. Robertson & H. Timperley (Eds.), Leadership and learning. (pp. 131-142). Los Angeles: Sage.
  25. Hattie, J.A.C., Rogers, H.J., & Swaminathan, H. (2011). The role of meta-analysis in educational research.  In M. Peters (Ed.), Contextualising Educational Research.  Sage: Beverly Hills, CA.
  26. Bendiksen, L., Robinson, V.M.J., & Hattie, J.A. (2011). Identifying the comparative academic performance of secondary schools.  Journal of Educational Administration49, 433-449.
  27. Mhurchu, C.N., Turley, M., Gorton, D., Jiang, Y., Michie, J., Maddison, R., & Hattie, J. (2011). Effects of a free school breakfast programme on school attendance, achievement, psychosocial function and nutrition: A stepped wedge cluster randomised trial.  BMC Public Health, 10.
  28. Hattie, J.A.C. (2011). Which Strategies Best Enhance Teaching and Learning in Higher Education?  In D. Mashek & E. Hammer (Ed.), Empirical research in teaching and learning: Contributions from social psychology. (pp. 130-142). Wiley-Blackwell.
  29. Hattie, J.A.C. (2010). On being a ‘critic and conscience of society’: The role of the education academic in public debates.  New Zealand Journal of Educational Studies, 45(1), 85-96.
  30. Hattie, J.A.C.  (2009). The black box of tertiary assessment: An impending revolution. In L.H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees, Tertiary assessment and higher education student outcomes: Policy, practice, and research. Pp. 259-276. Wellington, New Zealand: Ako Aotearoa.
  31. Absolum, M., Flockton, L., Hattie, J.A.C., Hipkins, R., Reid, I (2009). Directions for Assessment in New Zealand: Developing students’ assessment capabilities. Ministry of Education, Wellington, NZ.
  32. Hattie, J.A.C. (2009). Narrow the gap, fix the tail, or close the curves: The power of words. In Rubie, C., & Rawlinson, C. (Eds.), Challenging Thinking about Teaching and Learning. Nova Science.
  33. Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2008). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817. http://www.sciencedirect. com/science?_ob= ArticleURL&_udi=B6WH04V053FV1&_user=10&_rdoc=1&_fmt=&_orig=search& _sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=18198a98853b2990f75c7d0e1c641203)
  34. Hattie, J.A.C. (2008).  The rope model of self.  In H.W. Marsh, R.G. Craven, & D.M. McInerney (Eds) Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches (pp.56-86).  Charlotte, NC: Information Age Publishing, Inc.
  35. Hattie, J.A., & Clinton, J.C. (2008).  Identifying accomplished teachers: a validation study.  In L. Ingvarson & J.A.C. Hattie (Eds).  Assessing teachers for professional certification: The first decade of the National Board for Professional Teaching Standards.  Pp. 313-344. Advances in Program Evaluation Series #11, Oxford, Elsevier.
  36. Hattie, J.A.C., & Timperley, H (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.  Republished iFeedback log vurdering for laering. Dafolo.
  37. Hattie, J.A.C. (2007). The paradox of reducing class size and improved learning outcomes. International Journal of Education, 42, 387-425.
  38. Rubie-Davis, C., Hattie, J.A.C., & Hamilton, R.J. (2006).  Expecting the best for students:  Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-444.
  39. Lee, E.W.M., Watkins, D., & Hattie, J.A. (2006). Late change in the medium of instruction: A Hong Kong investigation. The  Asia-Pacific Education Researcher, 15(1), 3-15. Rreissued in Educational Reform and Innovation in the Asia-Pacific: Advances in Research (2013) -- edited by Allan B. I. Bernardo and Marianne Jennifer M. Gaerlan, and published by the De La Salle University Publishing House.
  40. Anderson, A., Hattie, J.A.C., & Hamilton, R.J. (2005). Locus of control, self-efficacy and motivation in different schools: Is moderation the key to success? Educational Psychologist, 25(5) 517-535.
  41. Hattie, J.A.C., (2015). What doesn't work in education: the policies of distraction. Pearson
  42. Hattie, J.A.C., (2015). What works best in education: the politics of collaborative expertise. Pearson