Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning. Learn more about his research at [...]

? Dr. Raymond Smith is an Author Consultant with Corwin. Prior to joining Corwin, Dr. Smith served as adjunct professor at the University of Colorado Denver Health Sciences Center teaching within a principal preparation program and currently works with Florida Atlantic University in their aspiring leader program. Dr. Smith's diverse experience includes over 38 years of teaching and leadership at the building (high school principal), central office (Director of Secondary Education), and university levels. Subsequent to completing his doctorate in educational leadership and innovation in 2007, Dr. Smith pursued his area of specialty and passion in leadership development by authoring several articles for the Ohio Department of Education, coauthoring three books: the first entitled School Improvement for the Net Generation (2010), the second entitled The Reflective Leader: Implementing A Multidimensional Leadership Performance System (2012), and the third entitled The Responsive School (in print). In addition to writing about leadership and leadership development, Dr. Smith is an activator of learning, leading others in workshops around Professor John Hattie's research in Visible Learning as one of 21 Visible LearningPlus Consultants with Corwin. He also conducts workshops around Dr. James Popham's research regarding designing and implementing defensible teacher evaluation programs.

About the Editors
About the Contributors
Introduction-John Hattie and Raymond Smith
Chapter 1. "I am an evaluator of my impact on teacher/student learning"-Janet Clinton
Chapter 2. "I see assessment as informing my impact and next steps"-Dylan Wiliam
Chapter 3. "I collaborate with my peers and my teachers about my conceptions of progress and my impact"-Jenni Donohoo
Chapter 4. "I am a change agent and believe all teachers/students can improve"-Michael Fullan
Chapter 5. "I strive for challenge rather than merely 'doing my best'"-Zaretta Hammond
Chapter 6. "I give and help students/teachers understand feedback and I interpret and act on feedback given to me"-Peter M. DeWitt
Chapter 7. "I engage as much in dialogue as in monologue"-Douglas Fisher, Nancy Frey, and Dominique Smith
Chapter 8. "I explicitly inform teachers/students what successful impact looks like from the outset"-Laura Link
Chapter 9. "I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others"-Sugata Mitra
Chapter 10. "I focus on learning and the language of learning"-Jim Knight
Conclusion-John Hattie and Raymond Smith
References
Index