Collective Student Efficacy: Developing Independent and Inter-Dependent Learners
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Collective student efficacy— students’ beliefs that by working with other people, they will learn more—can be a powerful accelerator of student learning and a precursor to future employment success.
Harnessing twenty-five years of VISIBLE LEARNING® research, Collective Student Efficacy: Developing Independent and Inter-Dependent Learners illuminates the power of collective efficacy and identifies the many ways teachers can activate collective efficacy with their students. More than cooperative and collaborative learning, collective efficacy requires the refinement of both individual and collective tasks that build on each other over time. This innovative book details how knowledge, skills, and dispositions entangle to create collective and individual beliefs, and leads educators to mobilize collective efficacy in the classroom. It includes:
The time is now to prepare students to meet the demands of the future. Through collective student efficacy, students will learn to become actionable agents of learning and change.
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John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
SHIRLEY CLARKE (M.ED., HON.DOC) is a world expert in formative assessment, specializing in the practical application of its principles. Many thousands of teachers have worked with Shirley or read her books and, through them, the practice of formative assessment is continually evolving, developing and helping to transform students’ achievements. Shirley’s latest publications are Visible Learning Feedback with John Hattie and Thinking Classrooms with Katherine Muncaster Her website www.shirleyclarke-education.org contains a videostreaming platform of clips of formative assessment in action as well as detailed feedback from her action research teams.
