The school research lead and another nail in the coffin of Hattie’s Visible Learning | Gary

In a recently published paper, (Simpson, 2017) argues that the rankings of educational interventions though the combination of effect sizes from meta-analyses and meta-meta-analyses is fundamentally flawed. Assumptions about statistical summaries of effect size providing an estimate of the impact of an educational intervention are shown to be false.  Furthermore, the use of effect size is open to researcher manipulation.  As such, league tables of the effectiveness of interventions (Hattie, 2008) are potentially hierarchies of the openness to the manipulation of research design. …

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