Statements (59)
Predicate | Object |
---|---|
gptkbp:instance_of |
gptkb:researchers
|
gptkbp:advocates_for |
evidence-based teaching practices
|
gptkbp:alma_mater |
gptkb:University_of_Auckland
|
gptkbp:author |
Helen Timperley
|
gptkbp:award |
Fellow of the Royal Society of New Zealand
|
gptkbp:birth_date |
1950-07-27
|
gptkbp:class |
education conferences
|
gptkbp:collaborator |
Gregory C. R. Smith
|
gptkbp:contribution |
meta-analysis in education research
|
gptkbp:editor |
gptkb:International_Journal_of_Educational_Research
|
gptkbp:field |
gptkb:education
|
https://www.w3.org/2000/01/rdf-schema#label |
John Hattie
|
gptkbp:impact |
student achievement
|
gptkbp:influenced |
gptkb:education_policy
|
gptkbp:influenced_by |
gptkb:David_H._Jonassen
|
gptkbp:known_for |
Visible Learning
|
gptkbp:nationality |
gptkb:New_Zealand
|
gptkbp:occupation |
gptkb:Academic
|
gptkbp:published_work |
Visible Learning for Mathematics
Visible Learning: A Synthesis of Over 800 Meta-Analyses The Applicability of Visible Learning to Higher Education |
gptkbp:research |
meta-analysis
|
gptkbp:research_focus |
effect sizes in education
|
gptkbp:resides_in |
gptkb:Australia
|
gptkbp:theory |
curriculum design
data-driven decision making learning outcomes student engagement active learning differentiated instruction peer feedback teacher professional development social learning theory teacher effectiveness cognitive load theory self-regulated learning educational leadership summative assessment critical pedagogy formative assessment teacher-student relationships motivation in learning school improvement learning strategies feedback in education constructivist learning theory learning intentions scaffolding in education experiential learning theory transformative learning theory direct instruction student self-assessment classroom environment collective teacher efficacy situated learning theory visible learning |
gptkbp:website |
johnhattie.com
|
gptkbp:bfsParent |
gptkb:Corwin_Press
|
gptkbp:bfsLayer |
7
|