1st Edition

International Guide to Student Achievement

Edited By John Hattie, Eric M. Anderman Copyright 2013
    528 Pages
    by Routledge

    526 Pages
    by Routledge

    The International Guide to Student Achievement brings 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.

    Introduction J. Hattie & E. Anderman  Section 1. Understanding Achievement E. Anderman & J. Hattie  1.1 Defining student achievement Thomas R. Guskey  1.2 Academic Achievement: An Elementary School Perspective Alan Bates, Rena Shifflet & Miranda Lin  1.3 Academic Achievement: An Adolescent Perspective R. Trent Haines & Christian E. Mueller  1.4 Adult Education and Achievement M Cecil Smith  1.5 Academic Achievement: A Higher Education Perspective Terrell L. Strayhorn  1.6 Developmental Education for Adults and Academic Achievement Joshua D. Hawley & Shu Chen Chiang  Section 2. Influences from the Student Mimi Bong  2.1 Entry to School Collette Tayler  2.2 Piagetian Approaches Philip Adey & Michael Shayer  2.3 Entry to Tertiary Education Emer Smyth  2.4 Physical activity Janet Clinton  2.5 Gender influences Judith Gill  2.6 Engagement and Opportunity to Learn Phillip L. Ackerman  2.7 Behavioral Engagement in Learning Jennifer Fredricks  2.8 Goal Setting and Academic Achievement Dominique Morisano & Edwin A. Locke  2.9 Self Reported Grades and GPA Marcus Credé & Nathan R. Kuncel  2.10. Conceptual Change Stella Vosniadou & Panagiotis Tsoumakis  2.11 Social motivation and academic motivation Tim Urdan  2.12 Attitudes and dispositions Robert D. Renaud  2.13 Personality influences Meera Komarraju  2.14 Academic self-concept Herbert W. Marsh & Marjorie Seaton  2.15 Self efficacy Mimi Bong  2.16 Motivation Dale H. Schunk & Carol A. Mullen  2.17 Friendship in school Annemaree Carroll, Stephen Houghton & Sasha Lynn  2.18 Indigenous and Other Minoritized Students Russell Bishop  2.19 Low Academic Success David A. Bergin  2.20 Learning Difficulties in School R. Allan Allday & Mitchell L. Yell  Section 3. Influences from the Home Andrew Martin  3.1 Resident and Non-Resident Fathers William Jeynes  3.2 Home Environment Burkhard Gniewosz & Jacquelynne S. Eccles  3.3 Socioeconomic Status and Student Achievement Jeanne Brooks-Gunn & Erin Bamgarner  3.4 Welfare Policies Lisa A. Gennetian & Pamela A. Morris  3.5 Family-School Partnerships and Academic Achievement Andrew J. Martin  3.6 Parent Involvement in Learning Wendy S. Grolnick, Jacquelyn N. Raftery, & Elizabeth S. Flamm  3.7 Maternal Employment and Achievement Rachel G. Lucas-Thompson & Wendy A. Goldberg  3.8 Television and Academic Achievement Andrew J. Martin  Section 4. Influences from the School Catherine Bradshaw  4.1 Charter Schools and Academic Achievement Ann Allen  4.2 Ability Grouping Ed Baines  4.3 Evaluating and Improving Student-Teacher Interactions Anne H. Cash & Bridget K. Hamre  4.4 Mixed-grade elementary-school classes and student achievement Linley Cornish  4.5 School-Based Mental Health Erin Dowdy, Matthew P. Quirk, & Jenna K. Chin  4.6 Achievement in Faith-Based Schools L. Mickey Fenzel  4.7 Class size John Hattie  4.8 Financing Schools Eric A. Hanushek  4.9 Influences of School Layout and Design on Student Achievement C. Kenneth Tanner  4.10 Grade Retention Shane R. Jimerson & Jacqueline A. Brown  4.11 Inclusive Education Geoff Lindsay  4.12 School-wide Positive Behavior Interventions and Supports and Academic Achievement Kent Mcintosh, Sophie V. Ty, Robert H. Horner, & George Sugai  4.13 School Connectedness Clea Mcneely  4.14 Teacher Mentoring, Coaching, and Consultation Elise T. Pas & Daniel S. Newman  4.15 The Link between Student Mobility and Academics Bess Rose & Catherine P. Bradshaw  4.16 Service Learning Shelley H. Billig  4.17 Single-Sex Schools and Academic Achievement Shirley L. Yu & Isabel Rodriguez-Hejazi  4.18 Summer School and Student Achievement in the United States Jordan D. Matsudaira  4.19 Within Class Grouping: Arguments, Practices, and Research Evidence Yiping Lou  4.20 Special Education and Academic Achievement Benjamin Zablotsky & Michael S. Rosenberg  4.21 Social and Emotional Learning and Academic Achievement Jessika Zmuda & Catherine P. Bradshaw  4.22 Middle School Transitions Eric M. Anderman  Section 5: Influences from the classroom Julianne Turner  5.1 Classroom Instructional Contexts Debra K. Meyer  5.2 Academic Motivation and Achievement in Classrooms Lynley H. Anderman  5.3 Elementary Classroom Management Inge R. Poole & Carolyn M. Evertson  5.4 Emotion and Achievement in the Classroom Thomas Goetz & Nathan C. Hall  5.5 Secondary Classroom Management Anne Gregory & Jennifer R. Jones  5.6 Homework and Academic Achievement Jianzhong Xu  5.7 The Role of Formative Assessment in Student Achievement Aryn C. Karpinski & Jerome V. D’Agostino  5.8 Peer Influences in Elementary School Gary W. Ladd  5.9 Acceleration for all Henry M. Levin & Pilar Soler  5.10 Ability grouping Janet Ward Schofield  5.11 Collaboration in the Classroom Noreen M. Webb  Section 6. Influences from the teacher Anita Woolfolk  6.1 Teacher-student relationships Heather A. Davis  6.2 National Board for Professional Teaching Standards Mary E. Dilworth  6.3 Classroom Management and Student Achievement Jerry Freiberg  6.4 Fostering Student Creativity in the Era of High-Stakes Testing Bree Frick  6.5 Nontraditional Teacher Preparation Belinda G. Gimbert  6.6 Quality of Teaching Laura Goe  6.7 Methods for Studying Teacher and Teaching Effectiveness  Alexander Gröschner, Tina Seidel & Richard J. Shavelson   6.8 Teachers’ Expectations Lee Jussim  6.9 Teacher Enthusiasm and Student Learning Melanie 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 Knowledge Julie Gess-Newsome  6.13 Teacher Beliefs about Teaching and Learning:The Role of Idea-Oriented Pedagogy Richard Prawat  6.14 School Reform Linda Valli & Carla Finkelstein  6.15 Teacher Efficacy John A. Ross  6.16 Teachers’ Epistemological Beliefs and Achievement Gregory Schraw, Joanne Brownlee & Lori Olafson  6.17 Teacher Motivation and Student Achievement Outcomes H.M.G. Watt & P.W. Richardson  6.18 The Relation of Teacher Characteristics to Student Achievement Xin Ma  Section 7. Influences from the curriculum Rayne Sperling  7.1 Values Education Programs Terence Lovat  7.2 Activity-Based Learning Strategies Kira J. Carbonneau & Scott C. Marley  7.3 Bilingual Education Programs and Student Achievement Jill Fitzgerald & Jackie Eunjung Relyea-Kim  7.4 Intelligent Tutors—Strategy Types Bonnie J. F. Meyer  7.5 Creativity and Creativity Programs Heather L. Hammond, Lauren E. Skidmore, Amanda Wilcox-Herzog & James C. Kaufman  7.6 Outdoor Education Justin Dillon  7.7 Role of Discussion in Reading Comprehension Ian A. G. Wilkinson & Kathryn Nelson  7.8 The Impact of Calculators on Student Achievement in the K-12 Mathematics Classroom Aimee J. Ellington  7.9 Second Language Vocabulary Yongqi Gu  7.10 Language Teaching Curricula Eli Hinkel  7.11 Measurement of History Achievement in the United States and Europe Mark Smith, Joel Breakstone, Sam Wineburg  7.12 Reading: Phonics Instruction William E. Tunmer & Alison W. Arrow  7.13 Repeated Reading William J. Therrien & Sarah J. Watt  7.14 Reading: Sentence Combining: Grammar Programs Bruce Saddler & Nicole Bak  7.15 Extra-curricular activities in secondary schools Boaz Shulruf & Grace Ying Wang  7.16 Improving Academic Achievement with Social Skills Frank M. Gresham, Michael J. Vance, & Jeffrey Chenier  7.17 Visual Perception Programs Barbara 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 Education Megan Sanders, Rashea Hamilton & Eric M. Anderman  7.20 Writing Achievement Mark Torrance & Raquel Fidalgo  7.21 Reading: Comprehension Programs Janice F. Almasi & Barbara Martin Palmer  7.22 Response to Intervention: The Sum is Greater than Its Parts Paul J. Riccomini & Gregory W. Smith  7.23 Successful Mathematics Achievement is Attainable Patti Brosnan, Aaron Schmidlin & Melva R. Grant  Section 8. Influences from teaching strategies Christine Rubie-Davies  8.1 Goal Orientation Andrew J. Martin  8.2 Goal Setting and Personal Best Goals Andrew J. Martin  8.3 Keller’s Personalized System of Instruction Eric J. Fox  8.4 Concept mapping Joseph D. Novak  8.5 Direct Instruction Gregory Arief D. Liem & Andrew J. Martin  8.6 Reciprocal Teaching Annemarie Palincsar  8.7 Cooperative, Competitive, and Individualistic Learning Environments David W. Johnson & Roger T. Johnson  8.8 Peer tutoring school-age children Dilara Deniz Can & Marika Ginsburg-Block  8.9. Problem solving R. Taconis  8.10 Problem-based learning David Gijbels, Piet Van den Bossche & Sofie Loyens  8.11 The search for the key for individualised instruction Catherine Scott  8.12 Instructional Simulations Jennifer J. Vogel-Walcutt, Naomi Malone & Sae Schatz  8.13 Programmed Instruction Deborah V. Svoboda, Andrea L. Jones, Kimberly van Vulpen, Donna Harrington  8.14 Multimedia Learning Richard E. Mayer  8.15 Technology-supported learning and academic achievement Peter Reimann & Anindito Aditomo  8.16 Feedback Helen Timperley  8.17 Individualized Instruction Hersh C. Waxman, Beverly L. Alford & Danielle B. Brown  8.18 Worked Examples Paul Ayres & John Sweller  8.19 Spaced and Massed practice Dominic A. Simon  8.20 Questioning Scotty D. Craig  8.21 Effects of testing Jaekyung Lee & Young-Sun Lee  8.22 Metacognitive Strategies Linda Baker  8.23 Mentoring Brian Hansford & Lisa Catherine Ehrich  8.24 Teacher Immediacy Ann Bainbridge Frymier  8.25 Teaching Assistants Peter Blatchford & Rob Webster  8.26 Time on Task Tamara van Gog  8.27 Study Skills Dale H. Schunk & Carol A. Mullen  8.28 Matching Style of Learning Steve Higgins  8.29 Two types of perceived control over learning: Perceived Efficacy and Perceived Autonomy Nir Madjar & Avi Assor  8.30 Distance Education Yong Zhao & Jing Lei  8.31 Home School Programs Andrea Clements  8.32 Evidence Based Reading Comprehension Programs for Students with Learning Disabilities H. Lee Swanson & Michael Orosco  Section 9. Influences from an international perspective Julian Elliott  9.1 Some challenges to educational achievement in the Russian Federation since the end of the Soviet Union Julian G. Elliott  9.2 Large-scale assessments of achievement in Canada Kadriye Ercikan & Maria Elena Oliveri, Debra Sandilands  9.3 Student Achievement in Israel: The Challenges of Ethnic and Religious Diversity Yariv Feniger  9.4 Academic Achievement in Finland Jennifer Chung & Michael Crossley  9.5 Ghana David Peterson del Mar  9.6 Academic achievement in South Africa Anil Kanjee  9.7 Educational Assessment and Educational Achievement in South America Jorge Manzi & David D. Preiss  9.8 Changing Definitions of Student Learning and Achievement in Post-conflict Nepal Shabnam Koirala-Azad  9.9 A Historical Perspective on Educational And Academic Achievement in Nigeria Charles Okonkwo & Richard Tabulawa  9.10 International Large-Scale Assessment Studies of Student Achievement Petra Stanat & Oliver Lüdtke  9.11 Academic Achievement in Singapore Pak Tee Ng  9.12 Academic achievement in South Korea Jongho Shin  9.13 An Overview of Student Achievement and the Related Factors in Taiwan Jeng Liu


    John Hattie is 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 bestsellers Visible Learning and Visible Learning for Teachers, he has served as President of the International Text Commission, and associate editor of the British Journal of Educational Psychology. He has published and presented over 550 papers and has supervised 160 theses students.

    Eric Anderman is Professor of Educational Psychology and Chair of the Department of Educational Studies at The Ohio State University. In 1999 he was awarded the Richard E. Snow Early Career Achievement Award from the American Psychological Association (APA) and he served as President of Division 15 of APA in 2008. In addition to authoring and editing several books, he has served on the editorial boards of several major journals and as the Associate Editor of the Journal of Educational Psychology from 2002-2009.

    "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