Prof John Hattie
Honorary (Laureate Professor Emeritus)
Faculty of Education
534 Scholarly works
22 Projects
HIGHLIGHTS
2026
Journal article
Automated Data Extraction by Large Language Models: Assessing Accuracy in Comparison to Human Experts Using the Example of Visible Learning
DOI: 10.1007/s10648-026-10136-52026
Journal article
Teacher belief systems: the complex and novel interactions between teachers’ pedagogical and motivational beliefs
DOI: 10.1080/13803611.2026.26275492025
Journal article
Learning Styles, Preferences, or Strategies? An Explanation for the Resurgence of Styles Across Many Meta-analyses
DOI: 10.1007/s10648-025-10002-w2025
Research grants (ARC, NHMRC, MRFF)
Deadly Home Reading: Enabling Indigenous Children’s Literacy & Wellbeing
2022
Thesis / Dissertation
Factors Related to Teacher Turnover from Schools and the Profession: A Systematic Review, Meta-analysis, and Survey
2016
Research grants (ARC, NHMRC, MRFF)
Effects of Positive Education During the Critical Post-School Transition.
2016
Research Grant
Innovative Learning Environments and Teacher Change
RECENT SCHOLARLY WORKS
2025
Journal article
Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships
DOI: 10.1016/j.cedpsych.2025.1023652025
Journal article
Visible Learning: Lesson Planning: An Evidence-Based Guide for Successful Teaching
DOI: 10.4324/97810030517012025
Journal article
The powerful impact of teacher expectations: a narrative review
DOI: 10.1080/03036758.2024.23932962025
Book
Developing Curriculum for Deep Thinking The Knowledge Revival
DOI: 10.1007/978-3-031-74661-12025
Journal article
The relationship between positive and painful emotions and cognitive load during an algebra learning task
DOI: 10.1016/j.lindif.2024.1025972025
Journal article
The impact of teaching materials on instructional design and teacher development
DOI: 10.3389/feduc.2025.15777212025
Journal article
The evolving definition of quality: how teacher experience and subject domain shape perceptions of instructional materials
DOI: 10.3389/feduc.2025.1671376
RECENT PROJECTS
2018
Research Grant
Neurodevelopmental Disorders and Lonliness: School Predictors & Outcomes