International Guide To Student Achievement by John HattieInternational Guide To Student Achievement by John Hattie

International Guide To Student Achievement

EditorJohn Hattie, Eric M. Anderman

Paperback | December 17, 2012

Pricing and Purchase Info

$141.24 online 
$153.90 list price save 8%
Earn 706 plum® points
Quantity:

In stock online

Ships free on orders over $25

Not available in stores

about

TheInternational Guide to Student Achievementbrings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains.

Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students¿ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.

John Hattieis Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and Honorary Professor at the University of Auckland. The author of the international bestsellersVisible LearningandVisible Learning for Teachers, he has served as President of the International Text Commission, ...
Loading
Title:International Guide To Student AchievementFormat:PaperbackDimensions:528 pages, 10.9 × 8.5 × 1.3 inPublished:December 17, 2012Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415879019

ISBN - 13:9780415879019

Look for similar items by category:

Reviews

Table of Contents

IntroductionJ. Hattie & E. Anderman Section 1. Understanding AchievementE. Anderman & J. Hattie  1.1Defining student achievementThomas R. Guskey  1.2 Academic Achievement: An Elementary School PerspectiveAlan Bates, Rena Shifflet & Miranda Lin 1.3 Academic Achievement: An Adolescent PerspectiveR. Trent Haines & Christian E. Mueller 1.4 Adult Education and AchievementM Cecil Smith  1.5 Academic Achievement: A Higher Education PerspectiveTerrell L. Strayhorn  1.6 Developmental Education for Adults and Academic AchievementJoshua D. Hawley & Shu Chen Chiang Section 2. Influences from the StudentMimi Bong  2.1 Entry to SchoolCollette Tayler  2.2 Piagetian ApproachesPhilip Adey & Michael Shayer  2.3 Entry to Tertiary EducationEmer Smyth  2.4 Physical activityJanet Clinton  2.5 Gender influencesJudith Gill  2.6 Engagement and Opportunity to LearnPhillip L. Ackerman  2.7 Behavioral Engagement in LearningJennifer Fredricks  2.8 Goal Setting and Academic AchievementDominique Morisano & Edwin A. Locke  2.9 Self Reported Grades and GPAMarcus Cred¿amp; Nathan R. Kuncel  2.10. Conceptual ChangeStella Vosniadou & Panagiotis Tsoumakis  2.11 Social motivation and academic motivationTim Urdan  2.12 Attitudes and dispositionsRobert D. Renaud  2.13 Personality influencesMeera Komarraju  2.14 Academic self-conceptHerbert W. Marsh & Marjorie Seaton  2.15 Self efficacyMimi Bong  2.16 MotivationDale H. Schunk & Carol A. Mullen 2.17 Friendship in schoolAnnemaree Carroll, Stephen Houghton & Sasha Lynn 2.18 Indigenous and Other Minoritized StudentsRussell Bishop  2.19 Low Academic SuccessDavid A. Bergin  2.20 Learning Difficulties in SchoolR. Allan Allday & Mitchell L. Yell Section 3. Influences from the HomeAndrew Martin  3.1 Resident and Non-Resident FathersWilliam Jeynes  3.2 Home EnvironmentBurkhard Gniewosz & Jacquelynne S. Eccles  3.3 Socioeconomic Status and Student AchievementJeanne Brooks-Gunn & Erin Bamgarner  3.4 Welfare PoliciesLisa A. Gennetian & Pamela A. Morris  3.5 Family-School Partnerships and Academic AchievementAndrew J. Martin  3.6 Parent Involvement in LearningWendy S. Grolnick, Jacquelyn N. Raftery, & Elizabeth S. Flamm  3.7 Maternal Employment and AchievementRachel G. Lucas-Thompson & Wendy A. Goldberg  3.8 Television and Academic AchievementAndrew J. Martin Section 4. Influences from the SchoolCatherine Bradshaw  4.1 Charter Schools and Academic AchievementAnn Allen  4.2 Ability GroupingEd Baines 4.3 Evaluating and Improving Student-Teacher InteractionsAnne H. Cash & Bridget K. Hamre  4.4 Mixed-grade elementary-school classes and student achievementLinley Cornish  4.5 School-Based Mental HealthErin Dowdy, Matthew P. Quirk, & Jenna K. Chin 4.6 Achievement in Faith-Based SchoolsL. Mickey Fenzel  4.7 Class sizeJohn Hattie  4.8 Financing SchoolsEric A. Hanushek  4.9 Influences of School Layout and Design on Student AchievementC. Kenneth Tanner  4.10 Grade RetentionShane R. Jimerson & Jacqueline A. Brown  4.11 Inclusive Education Geoff Lindsay  4.12 School-wide Positive Behavior Interventions and Supports and Academic AchievementKent Mcintosh, Sophie V. Ty, Robert H. Horner, & George Sugai  4.13 School ConnectednessClea Mcneely  4.14 Teacher Mentoring, Coaching, and ConsultationElise T. Pas & Daniel S. Newman  4.15 The Link between Student Mobility and AcademicsBess Rose & Catherine P. Bradshaw  4.16 Service LearningShelley H. Billig  4.17 Single-Sex Schools and Academic AchievementShirley L. Yu & Isabel Rodriguez-Hejazi 4.18 Summer School and Student Achievement in the United StatesJordan D. Matsudaira  4.19 Within Class Grouping: Arguments, Practices, and Research Evidence Yiping Lou  4.20 Special Education and Academic AchievementBenjamin Zablotsky & Michael S. Rosenberg  4.21 Social and Emotional Learning and Academic AchievementJessika Zmuda & Catherine P. Bradshaw  4.22 Middle School TransitionsEric M. Anderman Section 5: Influences from the classroomJulianne Turner  5.1 Classroom Instructional ContextsDebra K. Meyer 5.2 Academic Motivation and Achievement in ClassroomsLynley H. Anderman  5.3 Elementary Classroom ManagementInge R. Poole & Carolyn M. Evertson  5.4 Emotion and Achievement in the ClassroomThomas Goetz & Nathan C. Hall  5.5 Secondary Classroom ManagementAnne Gregory & Jennifer R. Jones  5.6 Homework and Academic AchievementJianzhong Xu  5.7 The Role of Formative Assessment in Student AchievementAryn C. Karpinski & Jerome V. D¿Agostino  5.8 Peer Influences in Elementary SchoolGary W. Ladd 5.9 Acceleration for allHenry M. Levin & Pilar Soler 5.10 Ability groupingJanet Ward Schofield  5.11 Collaboration in the ClassroomNoreen M. Webb Section 6. Influences from the teacherAnita Woolfolk  6.1 Teacher-student relationshipsHeather A. Davis  6.2 National Board for Professional Teaching StandardsMary E. Dilworth  6.3 Classroom Management and Student AchievementJerry Freiberg  6.4 Fostering Student Creativity in the Era of High-Stakes TestingBree Frick 6.5 Nontraditional Teacher PreparationBelinda G. Gimbert  6.6 Quality of TeachingLaura Goe  6.7 Methods for Studying Teacher and Teaching Effectiveness Alexander Gr¿schner, Tina Seidel & Richard J. Shavelson   6.8 Teachers¿ ExpectationsLee Jussim  6.9 Teacher Enthusiasm and Student LearningMelanie Keller, Knut Neumann & Hans E. Fischer  6.10 Teachers¿ Cultural and Professional Identities and Student Outcomes Revathy Kumar & Linda Alvarado  6.11 Teacher intelligence: What is it and why do we care?Andrew J Mceachin & Dominic J Brewer  6.12 Pedagogical Content KnowledgeJulie Gess-Newsome  6.13 Teacher Beliefs about Teaching and Learning:The Role of Idea-Oriented PedagogyRichard Prawat  6.14 School ReformLinda Valli & Carla Finkelstein  6.15 Teacher EfficacyJohn A. Ross  6.16 Teachers¿ Epistemological Beliefs and AchievementGregory Schraw, Joanne Brownlee & Lori Olafson 6.17 Teacher Motivation and Student Achievement OutcomesH.M.G. Watt & P.W. Richardson  6.18 The Relation of Teacher Characteristics to Student AchievementXin Ma Section 7. Influences from the curriculumRayne Sperling  7.1 Values Education ProgramsTerence Lovat  7.2 Activity-Based Learning StrategiesKira J. Carbonneau & Scott C. Marley  7.3 Bilingual Education Programs and Student AchievementJill Fitzgerald & Jackie Eunjung Relyea-Kim 7.4 Intelligent Tutors¿Strategy TypesBonnie J. F. Meyer  7.5 Creativity and Creativity ProgramsHeather L. Hammond, Lauren E. Skidmore, Amanda Wilcox-Herzog & James C. Kaufman  7.6 Outdoor EducationJustin Dillon  7.7 Role of Discussion in Reading ComprehensionIan A. G. Wilkinson & Kathryn Nelson  7.8 The Impact of Calculators on Student Achievement in the K-12 Mathematics ClassroomAimee J. Ellington  7.9 Second Language VocabularyYongqi Gu  7.10 Language Teaching CurriculaEli Hinkel  7.11 Measurement of History Achievement in the United States and EuropeMark Smith, Joel Breakstone, Sam Wineburg  7.12 Reading: Phonics InstructionWilliam E. Tunmer & Alison W. Arrow  7.13 Repeated ReadingWilliam J. Therrien & Sarah J. Watt 7.14 Reading: Sentence Combining: Grammar ProgramsBruce Saddler & Nicole Bak  7.15 Extra-curricular activities in secondary schoolsBoaz Shulruf & Grace Ying Wang  7.16 Improving Academic Achievement with Social SkillsFrank M. Gresham, Michael J. Vance, & Jeffrey Chenier  7.17 Visual Perception ProgramsBarbara Hanna Wasik, Adrienne N. Villagomez, Sheena Berry & Sandra B. Evarrs 7.18 Reading: Vocabulary Programs Wilson, A., Jesson, R & McNaughton, S. 7.19 Achievement in Adolescent Health EducationMegan Sanders, Rashea Hamilton & Eric M. Anderman 7.20 Writing AchievementMark Torrance & Raquel Fidalgo 7.21 Reading: Comprehension ProgramsJanice F. Almasi & Barbara Martin Palmer  7.22 Response to Intervention: The Sum is Greater than Its PartsPaul J. Riccomini & Gregory W. Smith  7.23 Successful Mathematics Achievement is AttainablePatti Brosnan, Aaron Schmidlin & Melva R. Grant Section 8. Influences from teaching strategiesChristine Rubie-Davies  8.1 Goal OrientationAndrew J. Martin  8.2 Goal Setting and Personal Best GoalsAndrew J. Martin 8.3 Keller¿s Personalized System of InstructionEric J. Fox  8.4 Concept mappingJoseph D. Novak  8.5 Direct InstructionGregory Arief D. Liem & Andrew J. Martin  8.6 Reciprocal TeachingAnnemarie Palincsar  8.7 Cooperative, Competitive, and Individualistic Learning EnvironmentsDavid W. Johnson & Roger T. Johnson  8.8 Peer tutoring school-age childrenDilara Deniz Can & Marika Ginsburg-Block  8.9. Problem solvingR. Taconis  8.10 Problem-based learningDavid Gijbels, Piet Van den Bossche & Sofie Loyens  8.11 The search for the key for individualised instructionCatherine Scott  8.12 Instructional SimulationsJennifer J. Vogel-Walcutt, Naomi Malone & Sae Schatz  8.13 Programmed InstructionDeborah V. Svoboda, Andrea L. Jones, Kimberly van Vulpen, Donna Harrington  8.14 Multimedia LearningRichard E. Mayer  8.15 Technology-supported learning and academic achievementPeter Reimann & Anindito Aditomo  8.16 FeedbackHelen Timperley  8.17 Individualized InstructionHersh C. Waxman, Beverly L. Alford & Danielle B. Brown  8.18 Worked ExamplesPaul Ayres & John Sweller  8.19 Spaced and Massed practiceDominic A. Simon  8.20 Questioning Scotty D. Craig  8.21 Effects of testingJaekyung Lee & Young-Sun Lee  8.22 Metacognitive Strategies Linda Baker  8.23 MentoringBrian Hansford & Lisa Catherine Ehrich  8.24 Teacher ImmediacyAnn Bainbridge Frymier  8.25 Teaching Assistants Peter Blatchford & Rob Webster  8.26 Time on TaskTamara van Gog  8.27 Study SkillsDale H. Schunk & Carol A. Mullen  8.28 Matching Style of LearningSteve Higgins  8.29 Two types of perceived control over learning: Perceived Efficacy and Perceived AutonomyNir Madjar & Avi Assor  8.30 Distance EducationYong Zhao & Jing Lei  8.31 Home School ProgramsAndrea Clements  8.32 Evidence Based Reading Comprehension Programs for Students with Learning DisabilitiesH. Lee Swanson & Michael Orosco Section 9. Influences from an international perspectiveJulian Elliott  9.1 Some challenges to educational achievement in the Russian Federation since the end of the Soviet UnionJulian G. Elliott  9.2 Large-scale assessments of achievement in CanadaKadriye Ercikan & Maria Elena Oliveri, Debra Sandilands  9.3 Student Achievement in Israel: The Challenges of Ethnic and Religious DiversityYariv Feniger  9.4 Academic Achievement in FinlandJennifer Chung & Michael Crossley  9.5 Ghana David Peterson del Mar  9.6 Academic achievement in South AfricaAnil Kanjee  9.7 Educational Assessment and Educational Achievement in South AmericaJorge Manzi & David D. Preiss  9.8 Changing Definitions of Student Learning and Achievement in Post-conflictNepal Shabnam Koirala-Azad 9.9 A Historical Perspective on Educational And Academic Achievement in NigeriaCharles Okonkwo & Richard Tabulawa  9.10 International Large-Scale Assessment Studies of Student AchievementPetra Stanat & Oliver L¿dtke 9.11 Academic Achievement in SingaporePak Tee Ng 9.12 Academic achievement in South KoreaJongho Shin  9.13 An Overview of Student Achievement and the Related Factors in TaiwanJeng Liu

Editorial Reviews

"International Guide to Student Achievement is a weighty college-level examination that draws together various theories and the latest international research on what makes students into achievers, and is a top recommendation for educators who would look at not another strategy-oriented guide, but a compilation of research that considers all the major influences known to shape student academic roles in various countries around the world. This international approach considers a range of options and tested ideas that can be crafted to any school setting, and is explored in over 150 entries that mix new educational insights into an approach easy to add to existing school routines." - James A. Cox, Midwest Book Review