Teaching Mathematics in the Visible Learning Classroom, Grades K-2

Kateri Thunder, Ph.D., is an educator, researcher, author, and coach whose work focuses on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. She has served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project.

Thunder is the author or co-author of The Early Childhood Education Playbook, The Mathematics Playbook: Implementing What Works Best in the Classroom, The Success Criteria Playbook: A Hands-On Guide to Making Learning Visible and Measurable, Teaching Mathematics in the Visible Learning Classroom, Grades 3–5, Teaching Mathematics in the Visible Learning Classroom, Grades K–2, and Visible Learning in Early Childhood. Sources also identify her as a consultant and collaborator on research-based instructional programs, including work with Sadlier, and note that she has partnered with educators to translate research into practice.

John Hattie is a distinguished educator and researcher whose groundbreaking work in educational effectiveness has transformed teaching practices worldwide. As a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Hattie has dedicated his career to understanding what truly makes a difference in student learning. His extensive meta-analyses of educational research have provided educators with evidence-based insights into the most effective teaching strategies and interventions.

Best known for his influential "Visible Learning" research, which synthesized over 1,500 meta-analyses covering more than 300 million students, Hattie has identified the key factors that significantly impact student achievement. His work emphasizes the importance of teacher clarity, feedback, and setting high expectations for all learners. Through his research, he has consistently advocated for making learning visible to both teachers and students, enabling educators to see learning through the eyes of their students and students to become their own teachers.

Hattie's commitment to improving educational outcomes extends beyond academia through his prolific writing and speaking engagements. He has authored numerous books and articles that translate complex research findings into practical strategies for classroom teachers, school leaders, and policymakers. His passion for evidence-based education and unwavering focus on student success continue to inspire educators globally to reflect on their practice and strive for greater impact in their classrooms.

Nancy Frey is a professor of literacy in the School of Teacher Education at San Diego State University. Through the university’s teacher-credentialing and reading specialist programs, she teaches courses on elementary and secondary reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs.

Frey also teaches classes at Health Sciences High and Middle College in San Diego. She is a board member of the California Reading Association and a credentialed special educator and reading specialist in California.

Before joining the university faculty, Frey was a public school teacher in Florida. She worked at the state level for the Florida Inclusion Network helping districts design systems for supporting students with disabilities in general education classrooms.

She is the recipient of the 2008 Early Career Achievement Award from the National Reading Conference and the Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She was co-recipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article "Using Graphic Novels, Anime, and the Internet in an Urban High School". She is a member of the International Literacy Association’s Literacy Research Panel and is a popular speaker at national literacy conferences where she leads professional development workshops.

Douglas Fisher, Ph.D., is aprominent author and educator who serves as a Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle Collegein San Diego, which he co-founded.

He is widely published in the field of education, focusing on topics such as literacy, differentiated instruction, and curriculum design.

Career & Expertise

Dr. Fisher holds a bachelor's degree in communication, a master's degree in public health education, an executive master's degree in business, and a doctoral degree in multicultural education. In addition to his role as a Professor and department chair at San Diego State University, he remains active as a classroom teacher. His work focuses on areas such as improving student learning, professional learning communities, reading, and literacy. Dr. Fisher has received several awards for his contributions, including induction into the Reading Hall of Fame in 2022.

Fisher is a prolific co-author, often with Nancy Frey. His books cover topics like formative assessment, structured teaching, reading, professional learning communities, equity, and assessment-capable learners.