This article is a formative reflection that walks the reader through the experience of taking an existing body of research and then using one aspect of that analytical framework to conduct a new and original study. This reflection presents an account of that research process. Hattie (2009) has conducted extensive research examining influences on student achievement. This article describes how a researcher took the domains he defined to categorize the influences on student achievement and used them to frame the newly developed investigation. This article reflects on the unique application of Hattie’s domains as a lens to examine a K-12 organization. An overview of the study and a summary of the findings are presented to give the reader context. The focus of this article is a detailed reflection on how the research was conceived and formed. The following six questions guide this reflection:

1. Was the experience useful?

2. What was learned?

3. How did this experience facilitate personal growth/development?

4. How was this experience impactful?

5. What would, on reflection, be done differently?

6. Were the research choices well-reasoned?

A thoughtful reflection on the process serves to inform decisions critical to formulate potential additional studies. Reflecting on the past process provides thoughtful insights for future research.

这篇文章是一种形成性的反思，它引导读者了解采用现有研究主体的经验，然后使用该分析框架的一个方面进行新的原创研究。本次反思介绍了该研究过程。Hattie (2009) 进行了广泛的研究，检查对学生成绩的影响。本文描述了研究人员如何利用他定义的领域对学生成绩的影响进行分类，并使用它们来构建新开发的调查。本文反映了 Hattie 域作为检查 K-12 组织的镜头的独特应用。提供了研究的概述和结果的摘要，以便为读者提供背景信息。这篇文章的重点是详细反思这项研究是如何构思和形成的。

1. 经验有用吗？

2. 学到了什么？

3. 这种经历如何促进个人成长/发展？

4. 这次经历有何影响？

5. 经过反思，会采取什么不同的做法？

6. 研究选择是否合理？

对该过程的深思熟虑有助于为制定潜在的额外研究的关键决策提供信息。反思过去的过程为未来的研究提供了深思熟虑的见解。