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Visible Learning for Teachers: Maximising Impact on Learning

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avondale-bepress.context-key3441176
avondale-bepress.submission-pathteach/vol6/iss1/15
avondale.affiliateGreive, Cedric
avondale.reporting.versionPublished Version
dc.contributor.authorGreive, Cedric
dc.date.accessioned2023-11-01T00:32:39Z
dc.date.available2023-11-01T00:32:39Z
dc.date.issued2012-01-01
dc.date.submitted2012-11-01T16:06:41Z
dc.identifier.citationGreive, C. (2012). Visible learning for teachers: Maximising impact on learning [Review of the book <em>Visible learning for teachers: Maximising impact on learning </em>, by J. Hattie]. <em>TEACH Journal of Christian Education, 6</em>(1), 62-63. doi:10.55254/1835-1492.1033
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1033
dc.identifier.urihttps://research.avondale.edu.au/handle/1897/03441176
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.relation.ispartofTEACH Journal of Christian Education
dc.subjectAustralian teaching practices
dc.subjectJohn Hattie
dc.titleVisible Learning for Teachers: Maximising Impact on Learning
dc.title.alternativeVisible Learning for Teachers
dc.typeJournal Article

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Volume 6 Issue 1

Avondale University acknowledges our Sovereign God as Creator and Provider of all things. We respectfully acknowledge the Awabakal and Darramuragal people as the traditional custodians of the lands on which we live, work, study and worship across our Lake Macquarie and Sydney campuses. We pay our respects to Elders past, present and emerging, and extend that respect to all First Nations People.

Aboriginal Peoples are advised the Library Collection contains images, voices and names of deceased people in physical and online resources. The Library recognises the significance of the traditional cultural knowledges contained within its Collection. The Library acknowledge some materials contain language that may not reflect current attitudes, was published without consent or recognition, or, is offensive. These materials reflect the views of the authors and/or the period in which they were produced and do not represent the views of the Library.

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