BES (Iterative Best Evidence Synthesis)
This publication home page provides access to the New Zealand Ministry of Education Best Evidence Synthesis Iterations (BES publications).
Iterative Best Evidence Synthesis (BES) homepage.
The New Zealand Ministry of Education’s best evidence synthesis iterations draw together, explain and illustrate through vignette and case, bodies of evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. The BESs are intended to be a catalyst for systemic improvement and sustainable development in education.
See below for a brief title of the BES publication or follow one of the links to view the publication.
What's New:
The Teacher Professional Learning and Development BES was launched on 6 January at the International Congress for School Effectiveness and Improvement Conference.
New Zealand schools, teacher educators and researchers are able to order multiple hard copies at no cost via customer.services@wickliffe.co.nz
The Teacher Professional Learning and Development BES illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners.
This Monograph is the ACEL William Walker Oration for 2007, delivered on October 11, 2007 at the national conference of the Australian Council for Educational Leaders, by Professor Viviane Robinson, University of Auckland. The analysis presented in this monograph is the first of a series of analyses for the Education Leadership BES development.
This best evidence synthesis in pāngarau/mathematics plays a key role in knowledge building for New Zealand education. As a capability tool, it identifies, evaluates, analyses, and synthesises what the New Zealand evidence and international research tell us about quality mathematics teaching.
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand . It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers.
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers.
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand . It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators, government agencies, researchers and communities.
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand . It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers.
The material in this report is drawn directly from an earlier, much larger report, Explaining and Addressing Gender Differences in the Compulsory School Sector - a literature review, by Dr Adrienne Alton-Lee and Dr Angelique Praat. The aim of the earlier report, which was released in July 2000, was to: * review the available literature relating to identifying and explaining gender differences * describe strategies used to address gender differences * and report available evidence of the effectiveness of those strategies The present report presents selected research examples and ideas from the main report and provides practical insights into issues of gender for teachers in the classroom.