Do we know anything about the impact of subject knowledge on retention of early-career science teachers?

There is evidence that early-career science teachers are particularly vulnerable in terms of retention (Allen & Sims 2017). Evidence suggests that a number of factors affect teacher retention across all subjects but it is less clear why early-career science teachers are more at risk than teachers of most other subjects. It may simply be that […]

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Diet (Effect size = 0.12)

This post is part of a series looking at the influences on attainment described in Hattie J. (2009) Visible Learning: a synthesis of more than 800 meta-analyses relating to achievement. Abingdon: Routledge. The interpretation of Hattie’s work is problematical because the meaning of the different influences on achievement isn’t always clear. Further context here. Working my […]

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Concentration, persistence and engagement (Effect size = 0.48)

This post is part of a series looking at the influences on attainment described in Hattie J. (2009) Visible Learning: a synthesis of more than 800 meta-analyses relating to achievement. Abingdon: Routledge. The interpretation of Hattie’s work is problematical because the meaning of the different influences on achievement isn’t always clear. Further context here. Following […]

Read More Concentration, persistence and engagement (Effect size = 0.48)

A Statistical Battleground

Given that I’ve just launched into a deeper reading of John Hattie’s book, Visible Learning, I’m taking a keen interest in the current statistical battle rumbling away on Twitter. I’ve come across two bloggers, both as far as I can tell with statistical backgrounds, who are making the strongly-worded point that the Effect Size is […]

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