National Education Findings of Assess to Learn (AtoL) Report
This report describes the impact that the Ministry of Education’s professional development Assess to Learn Project has had on teachers, students and schools in New Zealand.
Author: Dr Jenny Poskitt (Massey University) & Kerry Taylor (Education Group Limited).Date Published: July 2008
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- Introduction
- Executive Summary
- Literature Review
- Methodology
- Key Findings
- Outcome 1: Shifts in student learning and achievement
- Outcome 2: Shifts in student learning and achievement
- Outcome 3: Developing coherent school practice to promote better learning
- Outcome 4: Demonstrate a culture of continuous school
- Conclusions
- References
References
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Fullan, M.G. (1990). Staff development, innovation and institutional development. In B. Joyce (Ed.), Changing school culture through staff development (Pages 3-25). Alexandria, VA: Association for Supervision and Curriculum Development
Guskey, R.T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59 (6),45-51.
Guskey, R.T. (2005). Taking a second look at accountability. In National staff development Council. Vol 26. No 1: Winter 2005.
Hall, T., and Scott, R. (2007). Closing the gap between professors and teachers: “uncoverage” as a model of professional development for history teachers. History Teacher. 40(2), 257-263.
Hargreaves, A., Earl, L., Moore, S., and Manning, S. (2001). Learning to change: teaching beyond subjects and standards. San Francisco: Jossey-Bass.
Hattie, J. (1999). Influences on student learning. Inaugural lecture: Professor of Education, Auckland University. 2 August.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77 (1), 81-112
Joyce, B., and Showers, B. (1995). Student achievement through staff development (2nd ed.). White Plains, NY: Longman.
Middlewood, D., Parker, R., and Beere, J. (2005). Creating a learning school. London: Paul Chapman Publishing.
Organisation for Economic and Community Development. (2005). Formative assessment: improving learning in secondary classrooms. Paris: OECD Publishing.
Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., and Smith, B. (1999). The dance of change. The challenges of sustaining momentum in learning organisations. New York: Doubleday.
Smith, C., Hofer, J., Gillespie, M., Solomon, M., and Rowe, K. (2006). How teachers change: a study of professional development in adult education. In P. Villa, Teacher change and development (page 11-155). New York: Nova Science Publishers, Inc.
Speck, M., and Knipe, C. (2001). Why can't we get it right? Professional development in our schools. Thousand Oaks, California: Corwin Press, Inc.
Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher professional learning and development. Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education.
Wiliam, D., Lee, C., Harrison, C., and Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy and Practice, 11 (1), 49 —65.