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Do pupils who attend research-rich schools actually perform better than others?

Over the last decade, there has been an explosion of education research rippling across our schools. Teachers are hungry to learn more about ‘what works’ to become more efficient and effective.

One of the greatest (recent) contributions to education research that most teachers will have likely witnessed would be from John Hattie, professor of education at the University of Melbourne, Australia.

It was approximately 2011 when I first encountered his research on Visible Learning (2008) – even then, I was late to the party!

Several years later, sharing a keynote stage with Hattie, receiving an endorsement from him for my latest book, Guide To Memory, and now receiving copies of his developing work, John helps the profession move away from ‘What Works?’ to ‘Why?’ – an important distinction.

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