Educators’ Perceptions of the Mindframes and Practices of Visible Learning

Abstract

The purpose of this qualitative study was to examine educators’ perceptions of theimpact of implementing the mindframes and practices of Hattie’s (2009, 2012) VisibleLearning research and its impact on teaching and learning. This study was alsoconducted to gain an understanding of how these educators perceived Visible Learningand its impact on instruction and the experiences for their students, along withthemselves, in classrooms and schools. In addition, this study examined the educators’perceptions of the mindframes, or core beliefs, of Visible Learning and their impact. Theresearcher utilized a qualitative design incorporating phenomenological responseinterviews to gather data. Educators were selected for this study using the criterionsampling procedure from a single district that began implementing Visible Learningduring the 2017-2018 school year. The sample, which included K-12 teachers,administrators, and innovation and learning coaches who had previous knowledge gainedthrough professional development sessions, professional readings, or observations in thelearning environments, included 18 participants. Interviews were conducted with theparticipants in the sample which included three teachers, three innovation and learningcoaches, and three principals or assistant principals at both the elementary and secondarylevels in a single district. The information shared by participants in the current studyindicated the perceived value of the investigation and implementation of Visible Learningresearch and practices. The analysis of the data also indicated an impact on beliefs,learning processes, instruction and assessment methods, and overall impact on teachingand learning. Participants also shared their perception of the successes with andchallenges of implementing Visible Learning research and practices. The results of this study led the researcher to recommend that education leaders provide opportunities forprofessional development to instill an understanding of Visible Learning beliefs andpractices. Educational leaders should investigate the methods to systemically implementVisible Learning into schools and districts to ensure it is embedded into the culture andwith fidelity into daily practice. In addition, leaders need to narrow the focus oninitiatives to allow educators to deeply entrench the research and allow for time to gainclarity on what methods specific students need while also dedicating long-termcommitments and supports to warrant the longevity of successful implementation.Visible Learning research and practices could provide educators with a set of commonbeliefs (the mindframes), the most successful instructional methods in the learningprocess, and methods for assessing to inform teaching and learning that could enhancelearning for all students. District and school leaders could transform traditional learningclassrooms into environments where the student is in the center of the learning processand the educator becomes the catalyst for deeper and authentic learning experiences.