Next Article in Journal
Eating Habits and Lifestyles in Schoolchildren from Granada (Spain). A Pilot Study
Next Article in Special Issue
Using the Visible Learning Research to Influence Collaborative Leadership
Previous Article in Journal
Development of Final Projects in Engineering Degrees around an Industry 4.0-Oriented Flexible Manufacturing System: Preliminary Outcomes and Some Initial Considerations
Previous Article in Special Issue
Teacher Mindframes from an Educational Science Perspective
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(4), 215; https://doi.org/10.3390/educsci8040215

Implementing High-Leverage Influences from the Visible Learning Synthesis: Six Supporting Conditions

1
Council of Ontario Directors of Education, Ontario, ON L4R 3R3, Canada
2
Educational Consultant, Corwin, Melbourne, VIC 3000, Australia
*
Author to whom correspondence should be addressed.
Received: 16 November 2018 / Revised: 5 December 2018 / Accepted: 6 December 2018 / Published: 11 December 2018
Full-Text   |   PDF [785 KB, uploaded 11 December 2018]   |  

Abstract

Even though there is a plethora of research that can be used by educators to inform their practice, the deep implementation of evidence-based strategies remains unrealized in many schools and classrooms. The question we set out to answer was: What conditions help encourage educators to implement and adapt evidence from the Visible Learning synthesis when they encounter it? We examined two examples of the reception of the Visible Learning research in schools and identified the following six key conditions that helped foster the translation of the Visible Learning research into classroom practice in ways that demonstrated measurable impact on student learning: (1) The presence of a learning methodology; (2) clear examples of how to apply the strategies; (3) a ‘knowledgeable other’ to help assist educators in processing the research; (4) a supportive organizational environment; (5) the recognition of educators as agents of influence, and (6) the monitoring and adjustment of implementation strategies. View Full-Text
Keywords: visible learning; implementation; learning intentions; success criteria; impact cycle, collaborative inquiry visible learning; implementation; learning intentions; success criteria; impact cycle, collaborative inquiry
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Donohoo, J.; Bryen, S.; Weishar, B. Implementing High-Leverage Influences from the Visible Learning Synthesis: Six Supporting Conditions. Educ. Sci. 2018, 8, 215.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top