Abstract
The present study examined the extent to which mathematics teachers’ practices reflect visible learning (VL) at their schools and in their technology-enhanced classrooms. A number of determining fa...
Highlights
Saudi Vision 2030, a blueprint for reform, is about transforming the Saudi economy away from an overreliance on oil incomes to a more balanced and multi-sourced, investment-based model
The results of this study provide insights for Saudi educators and policymakers on the level of evidence-based visible learning (VL) practices adopted by mathematics teachers, an essential component of their professional teaching and learning in the 21st century
These findings indicate that the measure is characterized by very high internal consistency; that is, all its items are in line with its goal of measuring VL practices
Summary
Saudi Vision 2030, a blueprint for reform, is about transforming the Saudi economy away from an overreliance on oil incomes to a more balanced and multi-sourced, investment-based model. This ambitious vision requires revolutionizing goals in several sectors of the Kingdom of Saudi Arabia, including the educational sector. The Saudi teaching standards addressing this vision currently mandate a high-quality agenda for Saudi teachers from all educational levels to possess essential competences, such as strong language and number skills, knowledge about students’ characteristics and how they truly achieve authentic and lifelong learning, knowledge about their area of expertise and how it is taught and knowledge about integrating information and communication technology (ICT) to effectively enhance and transform the quality of teaching and learning (Education and Training Evaluation Commission, 2018). As discussed in Hattie’s research, VL is a specific mind frame for teachers that underpins their everyday actions and decision making in schools when they see learning as the ultimate and transparent goal, continually question themselves about the effect they have on student learning and value formative feedback on learning as a significant element of their everyday practice (Hattie, 2012; Hattie, Fisher, & Frey, 2017; Hattie & Yates, 2014)
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