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Drawing on data from 900+ systematic reviews of 53,000+ research studies – from the perspective of efficiency of impact – they controversially suggest that for low- and middle-income countries:\u003c\/p\u003e\u003cul\u003e\n\u003ci\u003e\u003cli\u003eMaybe\u003c\/li\u003e\u003c\/i\u003e pre-service initial teacher training programs could be significantly shortened and perhaps even stopped\u003ci\u003e\u003cli\u003eMaybe\u003c\/li\u003e\u003c\/i\u003e teachers need not have degree-level qualifications in the subjects they teach, and they \u003ci\u003emight\u003c\/i\u003e not really need degrees at all!\u003ci\u003e\u003cli\u003eMaybe\u003c\/li\u003e\u003c\/i\u003e the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased \u003ci\u003e\u003cli\u003eMaybe\u003c\/li\u003e\u003c\/i\u003e learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another\u003ci\u003e\u003cli\u003eMaybe\u003c\/li\u003e\u003c\/i\u003e different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms\u003ci\u003e\u003cli\u003eMaybe\u003c\/li\u003e\u003c\/i\u003e school-based management, public–private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.\u003c\/ul\u003e\u003cp\u003eThis groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the \u003ci\u003eLeaning to G.O.L.D. \u003c\/i\u003emethodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56289376108917,"sku":"9780367762988","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9780367762988_f22acd0a-9afc-444d-a0c4-fa2a7a81dac9.jpg?v=1786013455"},{"product_id":"9781032462028","title":"Visible Learning","description":"\u003cp\u003eWhen the original \u003ci\u003eVisible Learning\u003c\/i\u003e published in 2008 it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing 'teaching's Holy Grail'. Now John Hattie returns to this ground-breaking work, with \u003cem\u003eVisible Learning: The Sequel.\u003c\/em\u003e\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56295786348917,"sku":"9781032462028","price":145.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781032462028_5e15bd93-f25a-4948-b8e9-b24a140bc3e0.jpg?v=1786017549"},{"product_id":"9781032553245","title":"10 Mindframes for Visible Learning","description":"\u003cp\u003eThis new and updated edition of \u003ci\u003e10 Mindframes for Visible Learning\u003c\/i\u003e revisits the ten behaviours or mindframes that teachers need to adopt in order to maximize student success. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. The ten mindframes include:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ethinking of and evaluating your impact on students’ learning\u003c\/li\u003e\n\u003cli\u003ethe importance of assessment and feedback to inform teachers\u003c\/li\u003e\n\u003cli\u003eworking collaboratively and the sense of community\u003c\/li\u003e\n\u003cli\u003ethe notion that learning needs to be challenging and errors seen as opportunities to learn\u003c\/li\u003e\n\u003cli\u003eengaging in dialogue and the correct balance between talking and listening\u003c\/li\u003e\n\u003cli\u003econveying the success criteria to learners\u003c\/li\u003e\n\u003cli\u003ebuilding positive relationships\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThis new edition now uses the much larger meta-analysis dataset (over 2,100 meta-analyses rather than 900) and incorporates new research, particularly with reference to digital technologies, evaluative thinking, and the lessons learned from large-scale school implementation of visible learning. Furthermore, thanks to \"\u003cem\u003eVisible Learning\u003c\/em\u003e +\", this book includes concrete, scientifically accompanied processes. 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Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching.\u003c\/p\u003e  \u003cp\u003eThis time around we have the opportunity to be much more purposeful and intentional, and that’s where \u003cstrong\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/strong\u003e will prove absolutely indispensable.\u003c\/p\u003e  \u003cp\u003eMuch more than a collection of cool tools and apps, \u003cstrong\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/strong\u003e mobilizes decades of Visible Learning® research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eFaculty-student relationships from a distance\u003c\/li\u003e      \u003cli\u003e Teacher credibility from a distance\u003c\/li\u003e      \u003cli\u003eTeacher clarity from a distance\u003c\/li\u003e      \u003cli\u003eEngaging tasks from a distance\u003c\/li\u003e      \u003cli\u003ePlanning learning experiences from a distance\u003c\/li\u003e      \u003cli\u003eFeedback, assessment, and grading from a distance\u003c\/li\u003e      \u003cli\u003eKeeping the focus on learning, from a distance or otherwise\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eWhat does our post-COVID future hold? \"We suspect,\" Fisher, Frey, Almarode, and Hattie write, \"it will include increased amounts of distance learning. 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