http://mje.mcgill.ca/article/view/9475/7229
Inledning:
How to Engage in Pseudoscience with Real DATA: A Criticism of John Hattie’s Arguments in Visible Learning from the Perspective of a Statistician – Bergeron
This graph plots the number of influences described in the research literature in relation to the magnitude of their effect on the desired student outcome. It demonstrates that there are very few influences that decrease student achievement (that is, that have an effect size below 0.00). There is a fairly normal curve of effects, with about half above 0.40 (the green zone) and half below (the yellow zone). The key to improvement in education is for us to explain the influences above and below this average. As the figure shows, many teachers and schools are already in the green zone, selecting strategies that have an above-average impact on student outcomes. Our purpose is to understand this above-average effect and to invite all educators into this zone. For teachers and schools already in the green zone, then all we need to do is give them the permission to keep doing what they are doing, understand how they think and what they do, and value and privilege them as part of the coalition of success in education.
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