Myths and successful models of effective teaching: An analysis based on John Hattie's review the research

Since its publication, the Hattie study has gained widespread recognition and acclaim. Educators and teachers around the world are engaging with the findings presented in it. In this article, a selection of topics from the study are analysed and discussed, supplemented by further reading, including feedback, homework, open-ended teaching, teaching strategies, metacognition and problem-based learning. The aim is to explore the relationships between conditions, forms, quality characteristics and the effects of school-based learning and educational processes, particularly at the teaching and learning level. A further objective is to engage critically with the Hattie study and to acknowledge its significance. This work was produced as part of a Master's seminar at the Institute of Educational Science at the University of Zurich and is presented in the form of a learning portfolio.