{"id":779,"date":"2023-09-08T18:09:09","date_gmt":"2023-09-08T22:09:09","guid":{"rendered":"https:\/\/teachingforthought.com\/?page_id=779"},"modified":"2023-11-15T09:52:32","modified_gmt":"2023-11-15T14:52:32","slug":"more-research-to-support-the-importance-of-you","status":"publish","type":"page","link":"https:\/\/teachingforthought.com\/more-research-to-support-the-importance-of-you\/","title":{"rendered":"MORE RESEARCH TO SUPPORT THE IMPORTANCE OF YOU"},"content":{"rendered":"\n

The Weeds of the Research- I love it- but it may be too much at times. <\/h4>\n\n\n\n

Professor John Hattie<\/a> focuses on actionable research for teachers. I find his research both fascinating and unsurprising. He works to understand what will make a successful classroom. He investigates classroom management, class size, latest and greatest programs. He studies classrooms around the world to exhaustion. <\/p>\n\n\n\n

Professor Hattie’s most recent list (2018) <\/a>includes 252 factors related to student achievement and their relative impact. #1 and #3 make a collective powerhouse for your students. For reference, the average effect size is 0.4. <\/p>\n\n\n\n

As you look at the table below, know that Hattie and his researchers consider anything above 0.4 to be positive impact, worth focussing on. <\/strong><\/p>\n\n\n\n

*Check out how much worse boredom is even than a poor night’s sleep!<\/p>\n\n\n\n

<\/td>Factor Related to Student Achievement<\/em><\/strong><\/td>Effect Size
(252 influences to complete
total effect size of 100)<\/strong><\/em><\/td><\/tr>
1<\/td>Collective Teacher Efficacy<\/td>1.57<\/td><\/tr>
2<\/td>Self-Reported Grades<\/td>1.33<\/td><\/tr>
3<\/td>Teacher Estimates of Achievement<\/td>1.29<\/td><\/tr>
4<\/td>Cognitive Task Analysis<\/td>1.29<\/td><\/tr>
5<\/td>Response to Intervention<\/td>1.29<\/td><\/tr>
6<\/td>Piagetian Programs<\/td>1.28<\/td><\/tr>
7<\/td>Jigsaw Method<\/td>1.20<\/td><\/tr>
8<\/td>Conceptual Change Programs<\/td>0.99<\/td><\/tr>
9<\/td>Prior Ability<\/td>0.94<\/td><\/tr>
10<\/td>Strategy to Integrate with Prior Knowledge<\/td>0.93<\/td><\/tr>
11<\/td>Self-Efficacy<\/td>0.92<\/td><\/tr>
12<\/td>Teacher Credibility<\/td>0.90<\/td><\/tr>
13<\/td>Micro-Teaching\/Video Review of Lessons<\/td>0.88<\/td><\/tr>
14<\/td>Transfer Strategies<\/td>0.86<\/td><\/tr>
15<\/td>Classroom Discussion<\/td>0.82<\/td><\/tr><\/tbody><\/table>
Top 15 Hattie Effective Factors for Teaching<\/figcaption><\/figure>\n\n\n\n

<\/p>\n\n\n\n

According to Professor Hattie, anything below a 0.4 effect size is likely not worth tending to. And a negative effect size IS worth tending to, in its correction. Some factors of note lower on the list:<\/p>\n\n\n\n

<\/td>Factor Related to Student Achievement<\/em><\/strong><\/td>Effect Size
(252 influences to complete
total effect size of 100)<\/strong><\/em><\/td><\/tr>
<\/td>Practice Testing<\/td>0.46<\/td><\/tr>
<\/td>Matching Style of Learning<\/td>0.31 <\/td><\/tr>
<\/td>Homework<\/td>0.29<\/td><\/tr>
<\/td>Audio-Visual Methods<\/td>0.22<\/td><\/tr>
<\/td>Co or Team Teaching<\/td>0.19<\/td><\/tr>
<\/td>Programmed Instruction<\/td>0.18<\/td><\/tr>
<\/td>Lack of Sleep<\/td>-0.05<\/td><\/tr>
<\/td>Student Feeling Disliked<\/td>-0.19<\/td><\/tr>
<\/td>Boredom<\/td>-0.49<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Another great visual Hattie’s Research- broken into area focuses<\/a><\/p>\n\n\n\n

A beautiful simple visual: Visible Learning Barometer of Influences<\/a><\/p>\n\n\n\n

To be fair, criticism of Hattie’s work<\/a><\/p>\n\n\n\n

And, year after year, the data returns that you, yes, YOU, the effective teacher, are the greatest asset, the greatest determinate of student success.<\/p>\n\n\n\n

<\/p>\n\n\n\n

The Back-Up from Chetty, Freidman, Rockoff<\/h3>\n\n\n\n

A \u201chigh-value\u201d teacher at any age can increase the lifetime earning potential of their students by $250,000,<\/a> according to a study<\/a> done in 2012 by Raj Chetty<\/a>,\u00a0John N. Friedman<\/a>\u00a0&\u00a0Jonah E. Rockoff<\/a>.<\/p>\n\n\n\n

And<\/h2>\n\n\n\n

From RAND Corporation: Measuring Teacher Effectiveness<\/a><\/p>\n\n\n\n

There are so many directions to go in the study of assuring your importance. That\u2019s for later. Now- just take it in.\u00a0<\/p>\n\n\n\n

You are it. You are where it all begins.<\/h2>\n","protected":false},"excerpt":{"rendered":"

The Weeds of the Research- I love it- but it may be too much at times. Professor John Hattie focuses on actionable research for teachers. I find his research both fascinating and unsurprising. He works to understand what will make a successful classroom. He investigates classroom management, class size, latest and greatest programs. He studies…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"_links":{"self":[{"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/pages\/779"}],"collection":[{"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/comments?post=779"}],"version-history":[{"count":4,"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/pages\/779\/revisions"}],"predecessor-version":[{"id":1161,"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/pages\/779\/revisions\/1161"}],"wp:attachment":[{"href":"https:\/\/teachingforthought.com\/wp-json\/wp\/v2\/media?parent=779"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}