A CRITICISM OF JOHN HATTIE’S ARGUMENTS IN VISIBLE LEARNING

McGILL JOURNAL OF EDUCATION • VOL. 52 WINTER 2017
HOW TO ENGAGE IN PSEUDOSCIENCE WITH
REAL DATA: A CRITICISM OF JOHN HATTIE’S
ARGUMENTS IN
VISIBLE LEARNING
FROM THE
PERSPECTIVE OF A STATISTICIAN
PIERRE-JÉRÔME BERGERON
University of Ottawa
LYSANNE RIVARD
(trans.) McGill University, Centre de recherche du Centre hospitalier
de l’Université de Montréal
ABSTRACT
.
This paper is a forum contribution that appeared in issue 51-2 in
French. Due to the “positive buzz” it garnered following its publication, the MJE
editorial team has made its translation available to our English readers. The
original version can be accessed here:
.

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