John Hattie focuses on Mathematics education, Pedagogy, Academic achievement, Developmental psychology and Social psychology. John Hattie interconnects Argument, Higher education and Curriculum in the investigation of issues within Mathematics education. His Pedagogy study combines topics from a wide range of disciplines, such as National Science Education Standards and Research methodology.
His Academic achievement study integrates concerns from other disciplines, such as Self-concept, Ethnic group, Qualitative property and Meaning. His Developmental psychology research includes themes of Longitudinal study, School learning, Psychology of learning, Primary education and Clinical psychology. His Social psychology research incorporates elements of Class, Structural equation modeling and Class size.
His main research concerns Mathematics education, Social psychology, Developmental psychology, Medical education and Academic achievement. His research in Mathematics education intersects with topics in Higher education and Pedagogy, Curriculum. All of his Social psychology and Personality, Self-concept and Self-efficacy investigations are sub-components of the entire Social psychology study.
His study of Psychometrics is a part of Developmental psychology. John Hattie conducted interdisciplinary study in his works that combined Medical education and Professional standards. John Hattie connects Professional standards with Interim report in his study.
John Hattie mainly investigates Mathematics education, Student learning, Professional learning community, Pedagogy and Medical education. Mathematics education connects with themes related to Literacy in his study. His research in Pedagogy is mostly focused on Curriculum.
His studies in Medical education integrate themes in fields like Intervention and Educational research.
John Hattie mainly focuses on Mathematics education, Cognition, Cognitive psychology, Social psychology and Teaching method. His Mathematics education study combines topics in areas such as Order and Literacy. In the subject of general Social psychology, his work in Affect and Self-efficacy is often linked to Binge-watching and Memory formation, thereby combining diverse domains of study.
His Teaching method research is multidisciplinary, incorporating elements of Audio equipment, Peer relationships, Human–computer interaction and Nonverbal communication. His research on Promotion also deals with topics like
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Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
John A. C. Hattie.
Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis
John Hattie;John Biggs;Nola Purdie.
Review of Educational Research (1996)
Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference
John Hattie;H. W. Marsh;James T. Neill;Garry E. Richards.
Review of Educational Research (1997)
The Relationship Between Research and Teaching: A Meta-Analysis
John Hattie;Herb Marsh.
Review of Educational Research (1996)
Visible Learning for Teachers: Maximizing Impact on Learning
Methodology review: Assessing unidimensionality of tests and items
John A. Hattie.
Applied Psychological Measurement (1985)
Syntheses of educational productivity research
Barry J. Fraser;Herbert J. Walberg;Wayne W. Welch;John A. Hattie.
International Journal of Educational Research (1987)
The Relationship Between Self and Achievement/Performance Measures
B. C. Hansford;John A. Hattie.
Review of Educational Research (1982)
Teachers Make a Difference, What is the research evidence?
Expecting the best for students: Teacher expectations and academic outcomes
Christine Rubie-Davies;John Hattie;Richard Hamilton.
British Journal of Educational Psychology (2006)
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