Projects tagged with Policy and
14 results found
This report analyses the impact of Te Kotahitanga Phase 5 on Māori student achievement and wellbeing and explores the design and implementation features that enabled such accelerated improvement. It has implications for policy makers, teachers, middle and senior leaders, principals, providers of professional...
This paper explores the challenge of mobilising research to inform ongoing improvement in valued outcomes for diverse (all) learners across school systems. The context is an innovative approach to brokering collaborative knowledge-building and use across educational policy, research, and practice communities in a jurisdiction of...
The New Zealand Ministry of Education has published a best evidence synthesis iteration (BES) that identifies the characteristics of teacher professional development that makes a positive difference for valued student outcomes. A companion best evidence synthesis iteration (BES) that identifies the leadership influences on...
Brief Comment in Response to discussion of School leadership and student outcomes: Identifying what works and why best evidence synthesis (Robinson, Hohepa & Lloyd, 2009)
This is a response by the Chief Education Advisor, Iterative Best Evidence Syntesis Programme to a special issue of the Journal of Educational Leadership, Policy and Practice concerned with "School Leadership and Student Outcomes/He Kura Rangatira Best Evidence Synthesis (BES).". In it, the Chief Advisor responds to a...
Te Kotahitanga: Using Research and Development (R&D) to make a much bigger difference for our children and our society
26 Nov 2009
This presentation by the Chief Education Advisor, Iterative Best Evidence Synthesis (BES) Programme to the Te Kotahitanga conference explains the strategy and approaches of the BES programme, linking it to the Te Kotahitanga programme, and the importance of Research and Development principles for improving outcomes for Māori...
The BES exemplars are a series of publications that make transparent the nature of: highly effective teaching professional learning and development educational leadership educationally powerful connections with families whānau, and
26 Sep 2008
The New Zealand Ministry of Education has commissioned a best evidence synthesis iteration (BES) that identifies the characteristics of teacher professional development that make a positive difference for valued student outcomes. A forthcoming educational leadership best evidence synthesis iteration (BES) reveals that when...
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners
This chapter engages in the debate about what counts as professional knowledge from the perspective of improving outcomes for diverse learners. We begin by highlighting the importance of assumptions about appropriate roles for teachers and how those assumptions have shaped the debate about what teachers need to know. Then we...
Chapter 13; Making a Bigger Difference for Diverse Learners: The Iterative Best Evidence Synthesis Programme in New Zealand, in G. Wan (Ed) The Education of Diverse Populations: A Global Perspective
Topics: Research, Employment & Labour, Education & Training, Schools, Governance & Kaitiakitanga, Policy
The Iterative Best Evidence Synthesis (BES) Programme is a collaborative knowledge-building approach across policy, research and practice in New Zealand. The Iterative BES synthesizes and explains evidence and what works for diverse learners. The touchstone of the program is its focus on explaining the influences on a range of...
It’s Time for a New Learning Agenda in Policy, Research and Practice in Education: Making a Bigger Difference in Desired Educational Outcomes for Diverse Learners through Collaborative Cultures of Inquiry and Development
25 Jun 2007
Topics: International Research, Research, Education & Training, Teachers, Schools, Leadership, Policy, Children, Youth
To better accomplish desired local, national and global outcomes within and across our communities, we need to build capacity for systemic learning and sustainable educational development. Educational development denotes not only improvement resulting in enhanced outcomes for all learners but also transformation as education...
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