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Randomized Controlled Trials: How Can We Know “What Works”?
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Randomized Controlled Trials: How Can We Know “What Works”? (2017)Randomized Controlled Trials: How Can We …John Hattie, Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge (2009). John Hattie, Visible Learning for teachers. Maximizing impact on learning. London & New York: Routledge (2012). (2013)John Hattie, Visible Learning…Evidence-based policy: a practical guide to doing it better (2013)Evidence-based policy: a prac…Evidence-Based Policy (2012)Evidence-Based PolicyThinking, Fast and Slow (2011)Thinking, Fast and SlowThe Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education (2009)The Relationship Between Samp…The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration (2009)The PRISMA Statement for Repo…The Ethics of Nudge (2009)The Ethics of NudgeVisible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible Learning: A Synthesis…Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations (2008)Perspectives on Evidence-Base…Nudge: improving decisions about health, wealth, and happiness (2008)Nudge: improving decisions ab…Nudge: Improving Decisions About Health, Wealth and Happiness (2008)Nudge: Improving Decisions Ab…An Enquiry concerning Human Understanding (2008)An Enquiry concerning Human U…WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH (2007)WHY “WHAT WORKS” WON’T WORK: …Mindset: the new psychology of success (2006)Mindset: the new psychology o…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Probability and Evidence. (1973)Probability and Evidence.Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)Measuring inconsistency in meta-analyses (2003)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)The PRISMA 2020 statement: an updated guideline for reporting systematic reviews (2021)The behaviour change wheel: A new method for characterising and designing behaviour change interventions (2011)Poverty Impedes Cognitive Function (2013)Using social and behavioural science to support COVID-19 pandemic response (2020)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)Motivation and social cognitive theory (2019)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Improving Students’ Learning With Effective Learning Techniques (2013)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)The development of student feedback literacy: enabling uptake of feedback (2018)The applicability of Visible Learning to higher education. (2015)Learning strategies: a synthesis and conceptual model (2016)Understanding inclusive education: ideals and reality (2016)Good education in an age of measurement: on the need to reconnect with the question of purpose in education (2008)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism (2015)Dual-Process Theories of Higher Cognition (2013)Managerial cognitive capabilities and the microfoundations of dynamic capabilities (2014)Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning (2018)A gradient of childhood self-control predicts health, wealth, and public safety (2011)Misinformation and Its Correction (2012)Serial Correlation as a Convenient Simplification, not a Nuisance: A Comment on a Study of the Demand for Money by the Bank of England (2000)The development of scientific thinking skills in elementary and middle school (2007)Responsibility Without Blame: Empathy and the Effective Treatment of Personality Disorder (2011)
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References

  • 2009The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration28,094 cited
  • 2011Thinking, Fast and Slow14,316 cited
  • 2008Nudge: improving decisions about health, wealth, and happiness11,572 cited
  • 1998Assessment and Classroom Learning8,137 cited
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  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 2008Nudge: Improving Decisions About Health, Wealth and Happiness5,544 cited
  • 2008An Enquiry concerning Human Understanding1,775 cited
  • 2007WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH1,650 cited
  • 2013John Hattie, Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge (2009). John Hattie, Visible Learning for teachers. Maximizing impact on learning. London & New York: Routledge (2012).1,007 cited
  • 2012Evidence-Based Policy671 cited
  • 2008Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations560 cited
  • 2013Evidence-based policy: a practical guide to doing it better535 cited
  • 1973Probability and Evidence.

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414 cited
  • 2009The Ethics of Nudge412 cited
  • 2009The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education361 cited
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