Teacher Development

An international journal of teachers' professional development

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Visible learning: the sequel: a synthesis of over

2,100 meta-analyses relating to achievement
by John Hattie, Abingdon, Routledge, 2023, 510 pp., £18.39 (pbk), ISBN
9781032462035

Dave Yan

To cite this article: Dave Yan (2023): Visible learning: the sequel: a synthesis of
over 2,100 meta-analyses relating to achievement, Teacher Development, DOI:
10.1080/13664530.2023.2237484

To link to this article: https://doi.org/10.1080/13664530.2023.2237484

Published online: 26 Jul 2023.

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TEACHER DEVELOPMENT

BOOK REVIEW

Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to

achievement, by John Hattie, Abingdon, Routledge, 2023, 510 pp., £18.39 (pbk),
ISBN 9781032462035

In this latest book, John Hattie expands on his earlier book Visible Learning (VL1), by synthesiz­
ing over 2100 meta-analyses on various influences that impact student learning. Hattie’s VL1
has had a profound impact on my teaching practice and approach to evidence-based research
(Yan 2021, 2022). When this sequel was released, I was delighted at the prospect of writing
a book review. The task at hand presents itself as challenging, considering that his previous
work was critically received by academics (Carter 2009; Terhart 2011).
The rationale for Visible Learning is to explore ‘maximum impact’, namely what works best
to support student learning at school. Hattie’s main arguments centre around the premise that
not all strategies aimed at enhancing student learning are equally effective or desirable. While
certain strategies may yield some degree of improvement in student performance, Hattie
posits that this level of progress is not good enough. He argues that ‘[e]ducators cannot
change [the] societal and family issues’ (5). However, by advocating for a discerning approach
and understanding their own impact, educators can gain valuable insights for selecting
strategies that truly promote meaningful student learning.
In his work, Hattie emphasizes the significance of effect size in education, calling for
identifying and implementing strategies with substantial impact. The notion of effect size as
a vital metric for evaluating factors and influences is compelling. By synthesizing diverse
influences from various meta-analyses, Hattie uses effect size (Cohen’s d) to measure the
magnitude of impact. Generally, effect sizes below 0.2 are considered small, around 0.5 are
moderate, and above 0.8 are large. In this book, the effect size is graphically displayed in
relation to the hinge point, using a clear and consistent format to present the results of meta-
analyses for each topic. While Hattie introduced d = 0.40 as a pivotal point, he further advises
against blindly relying on 0.40, emphasizing ‘it is [also] worth developing local knowledge
about what works best in the context’ (30–31).
On 497 densely printed pages, this sequel book is divided into 16 chapters. In the opening
chapter, Hattie acknowledges the challenge of writing a sequel to VL1, one of which concerns
‘how to move beyond claiming what works to what works best’ (3). The author then addresses
and responds to criticisms of Visible Learning, specifically regarding its research methodology
on meta-analyses (Chapter 2). Following this, Hattie provides a detailed explanation of the
Visible Learning Model and its key principles (Chapter 3), ‘[which] starts less with what we do
but how we think about what we do’ (46). He presents the main arguments supporting the
implementation of the Visible Learning model (Chapter 4), focusing on intentional alignment
as perceived by teachers, students, leaders, and parents.
While reading the body of the work (chapters 5–15), readers are introduced to a number of
key influences that might challenge existing beliefs and invite them to focus on the idea of
‘mattering,’ that is, how teachers’ knowing and practice matter to student learning. Of all the
factors, Chapter 5 reveals that ‘[t]he major student influences come from the skills students
bring to the class, their prior knowledge and background variables, their will or beliefs, their
attitudes and dispositions, and their sense of thrill or motivation’ (77). Further, Hattie elabo­
rates on how the home and family environment can significantly influence students
2 BOOK REVIEW

(Chapter 6), such as family resources, immigrant status, and corporal punishment, pointing out
that ‘aspects of parenting quality and frequency of positive engagement activities are impor­
tant in predicting children’s social and academic success’ (141).
As a schoolteacher, I was captivated by Chapter 7, which drew my attention to the author’s
compelling significance of a school’s culture ‘[which] affects the development of students’
sense of identity and belonging’ (148). Further, ‘there are many parallels in the story of the
power of critiquing, knowing thy impact, and developing critical learning skills’ (151). In the
rest of the chapter, Hattie proceeds to detail a comprehensive exploration of various aspects
related to schools, pointing out that ‘[l]eaders matter. Leaders who can develop a shared
narrative about all in the school, maximizing their impact on students; who have a moral
purpose and knowledge about the desired impact across the school [. . .]’ (180).
In chapters 9 and 10, Hattie discusses the influences of the teacher and the curriculum
respectively. Further, the author emphasizes what ‘teaching needs to be intentional’ entails,
including the significance of success criteria and feedback (Chapter 11). After that, Hattie
depicts various types of learning strategies (Chapter 12), emphasizing that the effectiveness of
learning strategies varies based on student awareness of ‘success criteria’, the ‘learning phase’,
and whether they are acquiring or consolidating understanding. In the following chapter,
Hattie unpacks various teaching strategies and methods for teachers to maximize their impact
on the learning lives of the students.
Hattie then draws our attention to student life: ‘[s]o much of a young person’s life is spent
not at school,’ and ‘much of their physical experiences, emotional development, social inter­
actions, leisure activities, and family time impact their learning’ (411). This leads to the
subsequent chapter, wherein Hattie further explores two significant themes – ‘school-wide
initiatives’ and ‘out-of-school influences’. To reduce the achievement gap, the author invites us
to reconsider many aspects of learning-related activities both in and out of the classroom, for
example the amount of time in the school and the nature of homework.
One of the major implications of the distance learning resulting from the Covid pandemic is
that nearly every teacher now is a user of technology. In this regard, Chapter 14 holds
particular significance in light of the pervasive presence of technology in our modern lives.
Hattie highlights four critical underpinnings to the success of using technology, that is, the
power of social media, the use to enable feedback to teachers, the focus on learning, and the
major benefits for consolidating learning. Further, Hattie acknowledges that the utilization of
apps in education is still in its early stages and lacks sufficient evidence regarding its impact on
learning outcomes. Overall, the key message concerning technology is to ‘ask not what your
teaching can do with IT, ask what IT can do for your teaching’ (408).
In the final chapter, Hattie reflects on his learning from 14 years ago and offers suggestions
on how we can move forward from here, pointing out the direction of future research and
reconsidering our teaching practices. I read Hattie’s work on Visible Learning not as a recipe for
teaching but as a framework for critical reflection ‘about the influences on students’ learning,
doing, and being in classrooms’ (5). Hattie agrees that ‘it is possible to imagine a rich source of
evidence of what occurs in classrooms to be added to the current evidence bases’ (434).
Further, the author suggests that ‘[w]e need more evaluation and critique of our theories of
change and action’ (429). Hattie concludes by expressing that this book ‘embodies [his] ideal of
continuous learning, of being challenged and critiqued, [. . .] and it invites educators to align
their thinking, actions, and impact with robust evidence’ (440).
In Visible Learning, the significance of teachers is emphasized across various dimen­
sions. The main critique is that Hattie’s work may overlook the detrimental effects of
teacher burnout and does not sufficiently address the significant issue of high teacher
turnover rates (Madigan and Kim 2021a, 2021b), both of which can have adverse effects
 TEACHER DEVELOPMENT 3

on the implementation of effective teaching strategies and ultimately impact student

outcomes. In this regard, the book has the potential to inform the work of other
researchers and academics in different contexts. Researchers and academics can lever­
age the book’s findings to incorporate qualitative research and practitioner insights,
providing a more comprehensive understanding of effective teaching, learning, and
mattering.
Overall, The Sequel serves as points for critical reflection and further exploration.
While there may be certain areas that warrant further examination, the overall con­
tribution of this book to the field of education is significant and deserving of attention.
The empirical foundation lends credibility to Hattie’s arguments and helps guide
teachers, school leaders, policy makers, parents, and guardians in making informed
decisions about caring effectively about young people. This book comes highly recom­
mended for readers from all backgrounds. I strongly urge individuals to approach this
sequel with a critical mindset, embracing the chance to reflect on their own knowledge
and practices within their unique contexts.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Notes on contributor
Dave Yan is a school teacher (grade 7–12) in Australia; however, readers might have noticed that he
is also affiliated with Monash University, where he is currently pursuing a doctoral qualification. The
pursuit of a PhD is driven by the desire to amplify the voices of the marginalized group of teachers
who possess the capability to articulate their situated knowledges when provided with the neces­
sary resources to thrive. He wishes that more editors and peer-reviewers would ‘patiently’ support
school teachers by providing them a space to share their storied experience of doing, being and
becoming.

References
Carter, M. 2009. “[Review Of] Visible Learning: A Synthesis of Over 800 Meta‐Analyses Relating to Achievement.”
Educational Psychology 29 (7): 867–869. https://doi.org/10.1080/01443410903415150.
Madigan, D. J., and L. E. Kim. 2021a. “Does Teacher Burnout Affect Students? A Systematic Review of Its
Association with Academic Achievement and Student-Reported Outcomes.” International Journal of
Educational Research 105: 101714. https://doi.org/10.1016/j.ijer.2020.101714.
Madigan, D. J., and L. E. Kim. 2021b. “Towards an Understanding of Teacher Attrition: A Meta-Analysis of Burnout,
Job Satisfaction, and Teachers’ Intentions to Quit.” Teaching and Teacher Education 105: 103425. https://doi.
org/10.1016/j.tate.2021.103425.
Terhart, E. 2011. “Has John Hattie Really Found the Holy Grail of Research on Teaching? An Extended Review of
Visible Learning.” Journal of Curriculum Studies 43 (3): 425–438. https://doi.org/10.1080/00220272.2011.
576774.
Yan, D. 2021. “A Multiple Baseline Design for Chinese Literacy Intervention in Australian Classrooms.” Australian
Journal of Language & Literacy 44 (1): 17–28. https://doi.org/10.1007/BF03652062.
4 BOOK REVIEW

Yan, D. 2022. “The Evidence-Based Intervention for Teaching the Chinese Language in Australian Classrooms.”
Australian Review of Applied Linguistics 45 (1): 50–75. https://doi.org/10.1075/aral.20022.yan.

Dave Yan
School of Curriculum, Teaching and Inclusive Education,
Faculty of Education, Monash University, Clayton, Australia
Dave.Yan@monash.edu http://orcid.org/0000-0001-5550-8125
© 2023 Dave Yan
https://doi.org/10.1080/13664530.2023.2237484