Published peer reviews of Visible Learning:

Arnold Ivo, (2011) A review of Visible Learning.

Bergeron, Pierre-Jérôme (2017) How to engage in pseudoscience with real data: A Criticism of John Hattie's Visible Learning from the perspective of a statistician

Blatchford et al (2016) Class Size Eastern + Western perspectives.

Blatchford, Peter (2016) Is Class Size important?

Blatchford, Peter (2016) Class Half Full, AEU News (VOL 22 - 7, Dec 2016).

Eacott, Scott (2017) School Leadership and the cult of the guru: the neo-Taylorism of Hattie.

Higgins and Simpson, (2011) A review of Visible Learning.

Hooley, Neil (2013) Making judgments about John Hattie's effect size.

Myburgh, Siebert (2016) Critique of Peer reviewed Articles on John Hattie’s Use of Meta Analysis in Education.

Knudsen, Hanne (2017) John Hattie: I’m a statistician, I’m not a theoretician.

O'Neill, John (2012) Letter to the NZ Minister of Education, critical of Hattie's methods.

O'Neill, John (2012) Material fallacies of education research evidence and public policy advice.

Plant (2014) Preparation of evidence for education policy and pedagogical decisions: meta-analyzes in educational research.

Proulx, Jérôme (2017) Critical essay on the work of John Hattie for teaching mathematics: Entrance from the Mathematics Education.

See, Beng Huat (2017) Evaluating the evidence in evidence-based policy and practice: Examples from systematic reviews of literature.

Shannahan (2017) Why You Need to Be Careful About Visible Learning.

Simpson, Adrian (2017) The misdirection of public policy: comparing and combining standardised effect sizes.

Snook et al (2009) Invisible Learnings?: A Commentary on John Hattie's Book - 'Visible Learning.

Snook, Clark, Harker, Anne-Marie O’Neill and John O’Neill respond to Hattie's 2010 defense in 'Critic and Conscience of Society: A Reply to John Hattie.

Terhart, Ewald (2011) Has John Hattie really found the holy grail of research on teaching?

Thibault, Mathieu (2017) Is John Hattie's Visible Learning so visible?

Wiliam, Dylan (2017) Getting educational research right.

Wecker et al (2016) 'Visionary and impressive - but also resilient ?'

Yelle et al (2016) What is visible from learning by problematization: a critical reading of John Hattie's work.

Zyngier, David, (2014) Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities.


Salkind, N,  (2006) Encyclopedia of Measurement and Statistics, SAGE.

Smith, G, (2014) Standard Deviations- Flawed assumptions, Tortured data and other ways to lie with statistics, Duckworth Overlook, London.

Detailed On-line Reviews:

Becker, Dr Jonathan, a critique of Marzano's research, but very relevant to Hattie's research.

Brown, Neil, Excellent summary of issues with Visible Learning.

DiCerbo, Dr. Kristen, Detailed analysis of Self-report grades.

David Didau - effect size, class size, self-report grades.

Docendo Discimus, Detailed analysis of a number of influences.

Haesler, Dan, details a number of issues, in particular, Class Size.

Lupton, Dr Mandy, critique of Hattie's misrepresentation of Inquiry-based and problem-based teaching.

Moore, Darcy, posts on the 2 peer review critiques of Hattie.

Ollie Orange, Details of mistakes in Visible Learning.

Smythe, Kelvin,  has written extensively on Hattie.

RENE VAN DIJK, a good overview of crtiques

Wiliam, Prof Dylan, adds many relevant comments in a variety of online forums.

Other Blogs:

Great summary of problems with Effect Size in education by Nick Rose.

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