Professor Hattie’s more recent publications, including research that has been extended based on the initial findings from the Visible Learning (2009) meta-analysis.
- Hattie, J.A.C. & Yates, G. (2014). Visible Learning and the Science of how we Learn. Routledge, UK.
- Norwegian version: Synligt larande: hvordan vilaerer. Cappelen Damm, 2014.
- Danish version: Synlig laering og laeringens anatomi. Dafolo. 2014.
- Hattie, J.A.C., & Anderman, E. (2013). Handbook on Student Achievement. Routledge, New York.
- Hattie, J.A.C. (2012). Visible learning for teachers. Maximizing impact on achievement. Oxford, UK: Routledge.
- Swedish version: Synligt larande for larare. Natur & Kultur, 2013.
- Danish version: Synligt larande for larare. Dafolo, 2013.
- Norwegian version: Synligt larande for larare. Dafolo, 2013.
- Dutch version: Leren zichtbaar maken. Bazalt, 2013.
- German version: Lernen sichtbar machen fur Lehrpersonen. Schneider Verlag Hohengehren GmbH. Trans Wolfgang Beywl & Klaus Zierer
- Hattie, J.A.C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Oxford, UK: Routledge.
- German version: Lernen sichtbar machen. Wolfgang Beywl & Klaus Zierer (Trans). Schneider Verlag Hohengehren GmbH, 2013.
- Swedish version: Synligt larande. Natur & Kultur, 2013.
- Swedish version: Synligt larande. Natur & Kultur, 2014. Second edition
Papers
- Hattie, J.A. C. (in press). High-Impact Leadership: Effective instructional leaders don’t just focus on student learning. They relentlessly search out and interrogate evidence of that learning. Educational Leadership.
- Pfost, M., Hattie, J.A.C., Dorfler, T., & Artelt, C. (2014). Individual Differences in Reading Development: A Review of 25 Years of Empirical Research on Matthew Effects in Reading, Review of Educational Research, 84(2), 203-244.
- Gan, M.J.S., & Hattie, J.A.C. (in press). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science.
- Clinton, J.M., & Hattie, J.A.C. (2014). Education and Empowerment Evaluation. In Fetterman, D., Kaftarian, S., and Wandersman, A. (Eds.). Empowerment Evaluation: Knowledge and Tools for Self-assessment, Evaluation Capacity Building, and Accountability. Thousand Oaks, CA: Sage.
- Hattie , J.A.C., & Wollenschläger, M. (2014). A conceptualization of feedback. In H. Ditton & A. Muller (Eds)., Feedback und Ruckmeldungen. (pp. 135-150) Munster Germany: Waxmann.
- Wollenschläger,, M., Hattie, J.A.C., Möller, J., & Harms, U. (in review). Competential Feedback Effects on Performance: Are They Mediated by Calibration?
- Hattie, J.A.C. & Yates, G.C.R. (2014). Using feedback to promote learning. In V.A. Benassi, C.E. Overson, & C.M Hakala (Eds). Applying science of learning in education: Infusing psychological science into the curriculum. pp. 45-58. Washington, DC, American Psychological Association. http://teachpsych.org/ebooks/asle2014/index.php
- Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2013). The effects of feedback on achievement, interest, and self-evaluation: The role of feedback's perceived usefulness. Educational Psychology, 24(4), 269-290. DOI: 10.1080/01443410.2013.785384
- Clinton, J.C., & Hattie, J.A.C. (2013). New Zealand students' perceptions of parental involvement: Relations with liking, efficacy and achievement. Asia Pacific Journal of Education, 33(3), 324-337.
- Yates, G.C.R., & Hattie, J.A.C. (2013). Experts amongst us: What do we know about them? Journal of Educational Enquiry, 12(1), 40-51.
- Suri, H., & Hattie, J.A.C. (2013). Meta-analysis and research synthesis in Education. Oxford Bibliographies. http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0091.xml?rskey=U1CGQW&result=1&q=hattie%27#firstMatch
- Winheller, S., Hattie, J.A., & Brown, G. (2013). Factors influencing early adolescents’ mathematics achievement: High-quality teaching rather than relationships. Learning Environments Research, 16(1), 49-69. doi: 10.1007/s10984-012-9106-6
- Suri, H., & Hattie, J (2013). Meta-Analysis and Research Synthesis in Education. In L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press.
- Hattie, J.A.C. (2013). Calibration and confidence: Where to next? Learning and Instruction, 24, 62-66.
- Hattie, J.A.C . (2013). The power of feedback in school settings. In R. Sutton (Ed). Feedback: The handbook of criticism, praise, and advice. Peter Lang.
- Hattie, J., & Clinton, J. (2012). Physical activity is not related to performance at school. Archives: Pediatrics and Adolescent Medicine, 166(7), 678.
- Watkins, D.W. & Hattie, J.A.C. (2012). Multiple Goals in a Hong Kong Chinese Educational Context: An Investigation of Developmental Trends and Learning Outcome, Australian Journal of Education, 56(3), 273-286.
- Hattie, J.A.C. (2012). Know thy impact. Educational leadership, 70(1), 18-23.
- Chen, J.J., Brown, G.T., Hattie, J.A.C., & Milward, P. (2012). Teachers’ conceptions of excellent teaching and its relationship to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936-947. doi:10.1016/j.tate.2012.04.006
- Bendiksen, L., Robinson, V.M.J., & Hattie J.A.C. (2012). Principal Instructional Leadership – what is it and what is its relationship to secondary school performance? SET: research information for teachers, 1, 2-8.
- Hattie, J.A.C., & Gan. M. (2011). Instruction based on feedback. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning and Instruction. (pp. 249-271). New York: Routledge.
- Hattie, J.A.C. (2011). Purposes and uses of educational research. QTU Professional Magazine, 26, Nov, 8-10.
- Hattie, J.A.C., & Clinton, J.M. (2011). School leaders as evaluators. In Activate: A leader’s guide to people, practices and processes. (pp. 93-118). Englewood, CO: The Leadership and learning Center.
- Robinson, V.M.J., Bendikson, L., & Hattie, J.A.C. (2011). Leadership and student outcomes: Are secondary schools unique? In J. Robertson & H. Timperley (Eds.), Leadership and learning. (pp. 131-142). Los Angeles: Sage.
- Hattie, J.A.C., Rogers, H.J., & Swaminathan, H. (2011). The role of meta-analysis in educational research. In M. Peters (Ed.), Contextualising Educational Research. Sage: Beverly Hills, CA.
- Bendiksen, L., Robinson, V.M.J., & Hattie, J.A. (2011). Identifying the comparative academic performance of secondary schools. Journal of Educational Administration, 49, 433-449.
- Mhurchu, C.N., Turley, M., Gorton, D., Jiang, Y., Michie, J., Maddison, R., & Hattie, J. (2011). Effects of a free school breakfast programme on school attendance, achievement, psychosocial function and nutrition: A stepped wedge cluster randomised trial. BMC Public Health, 10. http://www.biomedcentral.com/1471-2458/10/738
- Hattie, J.A.C. (2011). Which Strategies Best Enhance Teaching and Learning in Higher Education? In D. Mashek & E. Hammer (Ed.), Empirical research in teaching and learning: Contributions from social psychology. (pp. 130-142). Wiley-Blackwell.
- Hattie, J.A.C. (2010). On being a ‘critic and conscience of society’: The role of the education academic in public debates. New Zealand Journal of Educational Studies, 45(1), 85-96.
- Hattie, J.A.C. (2009). The black box of tertiary assessment: An impending revolution. In L.H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees, Tertiary assessment and higher education student outcomes: Policy, practice, and research. Pp. 259-276. Wellington, New Zealand: Ako Aotearoa.
- Absolum, M., Flockton, L., Hattie, J.A.C., Hipkins, R., Reid, I (2009). Directions for Assessment in New Zealand: Developing students’ assessment capabilities. Ministry of Education, Wellington, NZ. http://assessment.tki.org.nz/Assessment-in-the-classroom/Directions-for-assessment-in-New-Zealand-DANZ-report
- Hattie, J.A.C. (2009). Narrow the gap, fix the tail, or close the curves: The power of words. In Rubie, C., & Rawlinson, C. (Eds.), Challenging Thinking about Teaching and Learning. Nova Science.
- Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2008). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32, 797-817. http://www.sciencedirect. com/science?_ob= ArticleURL&_udi=B6WH04V053FV1&_user=10&_rdoc=1&_fmt=&_orig=search& _sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=18198a98853b2990f75c7d0e1c641203)
- Hattie, J.A.C. (2008). The rope model of self. In H.W. Marsh, R.G. Craven, & D.M. McInerney (Eds) Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches (pp.56-86). Charlotte, NC: Information Age Publishing, Inc.
- Hattie, J.A., & Clinton, J.C. (2008). Identifying accomplished teachers: a validation study. In L. Ingvarson & J.A.C. Hattie (Eds). Assessing teachers for professional certification: The first decade of the National Board for Professional Teaching Standards. Pp. 313-344. Advances in Program Evaluation Series #11, Oxford, Elsevier.
- Hattie, J.A.C., & Timperley, H (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Republished in Feedback log vurdering for laering. Dafolo.
- Hattie, J.A.C. (2007). The paradox of reducing class size and improved learning outcomes. International Journal of Education, 42, 387-425.
- Rubie-Davis, C., Hattie, J.A.C., & Hamilton, R.J. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-444.
- Lee, E.W.M., Watkins, D., & Hattie, J.A. (2006). Late change in the medium of instruction: A Hong Kong investigation. The Asia-Pacific Education Researcher, 15(1), 3-15. Rreissued in Educational Reform and Innovation in the Asia-Pacific: Advances in Research (2013) -- edited by Allan B. I. Bernardo and Marianne Jennifer M. Gaerlan, and published by the De La Salle University Publishing House.
- Anderson, A., Hattie, J.A.C., & Hamilton, R.J. (2005). Locus of control, self-efficacy and motivation in different schools: Is moderation the key to success? Educational Psychologist, 25(5) 517-535.
- Hattie, J.A.C., (2015). What doesn't work in education: the policies of distraction. Pearson
- Hattie, J.A.C., (2015). What works best in education: the politics of collaborative expertise. Pearson