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Direct linkPfost, Maximilian; Hattie, John; Dörfler, Tobias; Artelt, Cordula – Review of Educational Research, 2014
The idea of Matthew effects in reading--the widening achievement gap between good and poor reader--has attracted considerable attention in education research in the past 25 years. Despite the popularity of the topic, however, empirical studies that have analyzed the core assumption of Matthew effects in reading have produced inconsistent results.…
Descriptors: Individual Differences, Individual Development, Reading Achievement, Achievement Gap
Hattie, John; Timperley, Helen – Review of Educational Research, 2007
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and…
Descriptors: Feedback (Response), Academic Achievement, Learning Processes, Models
Peer reviewedPurdie, Nola; Hattie, John; Carroll, Annemaree – Review of Educational Research, 2002
Conducted a meta-analysis of 74 studies in which there had been an intervention that aimed to improve the behavioral, cognitive, or social functioning of people with attention deficit hyperactivity disorder or attention deficit disorder. Overall, there were larger effects of the various interventions on behavioral than on educational outcomes.…
Descriptors: Attention Deficit Disorders, Behavior Patterns, Cognitive Processes, Interpersonal Relationship
Peer reviewedHattie, John; And Others – Review of Educational Research, 1997
This meta-analysis examines the effects of adventure programs on diverse outcomes such as self-concept, locus of control, and leadership. Analysis of 1,728 effect sizes from 96 studies shows that effect sizes varied substantially and improved as the length of the program and ages of the participants increased. (SLD)
Descriptors: Adventure Education, Age Differences, Effect Size, Elementary Secondary Education
Peer reviewedHattie, John; Marsh, H. W. – Review of Educational Research, 1996
A review of various models of the relationship between research and teaching in universities is presented, and the evidence necessary to assess each model is outlined. A meta analysis of 59 studies demonstrates that the relationship is zero. Suggestions are provided for future directions. (Author/SLD)
Descriptors: College Faculty, Faculty Publishing, Higher Education, Instruction
Peer reviewedHattie, John; And Others – Review of Educational Research, 1996
Through meta-analysis, 51 studies are examined in which interventions were aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Results obtained, through categorizing the interventions in hierarchical levels of structural complexity and as either near or far in terms of transfer,…
Descriptors: Academic Achievement, Context Effect, Intervention, Learning Strategies
