What works best in school?: Hatties Befunde zu Effekten von Schul- und Unterrichtsvariablen auf Schulleistungen
What Works Best in School?: Hattie’s findings on effects of school and teaching variables on academic achievement
Journal article › Research › Peer reviewed
Publication data
| By | Olaf Köller |
| Original language | German |
| Published in | Psychologie in Erziehung und Unterricht, 59(1) |
| Pages | 72-78 |
| Editor (Publisher) | Ernst Reinhardt Verlag |
| ISSN | 0342-183X |
| DOI/Link | https://doi.org/10.2378/peu2012.art06d , http://www.reinhardt-verlag.de/de/einzelheft/51510/What_works_best_in_school_Hatties_Befunde_zu_Effekten_von_Schul-_und_Unterrichtsvariablen_auf_Schulleistungen//1440/abstract_de/ |
| Publication status | Published – 2012 |
In 2009 John Hattie published an extensive synopsis of contemporary findings in em-pirical educational research. Hattie derived central conclusions regarding effects of school and -teaching variables on students’ academic achievement based on approximately 50.000 empirical studies including more than 83 million students. The present article provides key findings of this synopsis. Congruent to current German and international educational studies, Hattie’s conclusions are: Teaching variables are much stronger predictors of achievement than school characteristics. On the part of teaching variables, so called surface indicators (open instruction, multi-grade classes, and ability-grouping) fail to predict achievement while indicators of deeper understanding (mastery learning, formative assessment) help to improve achievement substantially. [Editor]
