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Are you able to clarify how to interpret an effect size of 0.75 in relation to student learning?
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How do you place a numerical value on qualitative data collected?
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I have been told that .4 effect size represents one year’s growth in one year’s time. Is it really a proportional scale?
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For nearly 15 years you have carried out close to 1,200 meta-analyses on which factors are very influential on learning and which are not. Is it possible to apply your findings to all the schools regardless of any context and country?
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I tried to find what percentage of the data used in calculating the Visible Learning list effect size for feedback was from elementary, secondary, etc. Is that something you calculate and track?
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If you had to summarize your findings in one sentence, what would it be? Maybe: It is the teacher that makes the difference. What matters most is the teacher. Or something else?
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If we are talking about effect sizes based on student achievement, and if student achievement is measured through the flawed tools of standardized tests, then how accurate are these effect sizes?
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Why were you so interested in how people learn, that you did research on the things that have large influences on how teachers teach and wrote a whole book on it?
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How did you do your research to where you found out what different variables affect our learning the most?
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How have the strategies been allocated to their respective categories such as surface acquiring and deep acquiring?