BES (Iterative Best Evidence Synthesis)
Publication Details
This publication home page provides access to the New Zealand Ministry of Education Best Evidence Synthesis Iterations (BES publications).
Author(s): Various
Date Published: Various
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. The School Leadership and Student Outcomes: What Works and Why Best Evidence Synthesis was launched on 4 November 2009.
The following summaries are based on the key findings of both the Teacher Professional Learning and Development Best Evidence Synthesis and the Effective Pedagogy in Mathematics Pāngarau Best Evidence Synthesis. The summaries have been published by the International Academy of Education and the International Bureau of Education as a part of their international commitment to fostering and making accessible scholarly excellence in all fields of education. The summaries are available electronically:
Teacher professional learning and development
Teacher professional learning and development. Educational Practice Series – 18 [pdf 492kb]
Timperley, H. (2008).
International Academy of Education & International Bureau of Education Paris. UNESCO.
The Te Reo Māori version:
Te Kaupapa Whakaako, Whakapakari Kaiako - Mātauranga 18 [pdf 219kb]
Timperley, H. (2008). Translated by Ngata, W.
Te Wānanga Mātauranga o te Ao, Te Whare Mātauranga o te Ao.
Effective pedagogy in mathematics
Effective pedagogy in mathematics. Educational Practice Series – 19 [pdf 350kb]Anthony, G., & Walshaw, M. (2009).
International Academy of Education & International Bureau of Education Paris. UNESCO.
Te ako pāngarau whaihua - Mātauranga 19 [pdf 254kb]Anthony, G., & Walshaw, M. (2009). Translated by Ngata, W.
Te Wānanga Mātauranga o te Ao, Te Whare Mātauranga o te Ao.
Readers will find these summaries are very useful introductions to the content of each of the best evidence syntheses which are also available electronically, see below.
Recent Best Evidence Syntheses:
The School Leadership and Student Outcomes: What Works and Why Best Evidence Synthesis is available electronically on our publications page.
Please follow the link to the Effective Pedagogy in Social Sciences/Tikanga ā iwi BES to order copies through our publications page.Downloads / Links
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Developing communities of mathematical inquiry
Case 1, ‘Developing communities of mathematical inquiry’, illustrates how two teachers developed teaching practices that were highly effective for diverse learners. The case focuses on how these teachers accelerated the mathematics achievement of their year 4 to 6 students, most of whom were Māori or Pasifika.
Author(s): Ministry of Education
Date Published: Only released on Education Counts March 2011
Download Case 1 as a professional resource. [PDF 2.09 mb]
School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis
The Ministry of Education’s new School leadership and student outcomes: Identifying What Works and Why: Best evidence synthesis iteration (BES) was launched by the Minister of Education, Hon. Anne Tolley, at the opening of the University of Auckland Leadership Centre on 4 November 2009.
Author(s): Viviane Robinson, Margie Hohepa, Claire Lloyd [The University of Auckland]
Date Published: November 2009
Te Kotahitanga DVD
Te Kotahitanga: establishing a culturally responsive pedagogy of relations. Case 7, Teacher Professional Learning and Development Best Evidence Synthesis.
Author(s): DVD Presented by Adrienne Alton-Lee (PhD), Chief Education Advisor, Best Evidence Synthesis Programme, Ministry of Education
Date Published: Released live on Education Counts 3 November 2009
Effective Pedagogy in Social Sciences: Tikanga ā Iwi: BES
This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme seeks to support collaborative knowledge building and use across policy, research, and practice in education.
Author(s): Graeme Aitken and Claire Sinnema, The University of Auckland
Date Published: November 2008
Iterative Best Evidence Synthesis Programme: Evidence Based Policy Project Report August 2006
The Iterative BES Evidence-based Policy Project (EBPP) has been developed as a change-management pilot project that seeks to influence the balance of adaptive and generative learning in the Ministry of Education through an examination of factors influencing the relationship between research and policy practices.
Author(s): Penny Moore
Date Published: July 2008
Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES)
The Teacher Professional Learning and Development BES illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners.
Author(s): H. Timperley, A. Wilson, H. Barrar and I. Fung
Date Published: December 2007
William Walker Oration: School Leadership and Student Outcomes - Identifying What Works and Why
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.
Author(s): Professor Viviane M. J. Robinson
Date Published: October 2007
Effective Pedagogy in Pāngarau/Mathematics: Best Evidence Synthesis Iteration (BES)
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.
Author(s): Glenda Anthony and Margaret Walshaw
Date Published: Electronic Publication: February 2007
Professional Development in Early Childhood Settings: Best Evidence Synthesis Iteration (BES)
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.
Author(s): Linda Mitchell and Pam Cubey
Date Published: October 2003
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES)
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.
Author(s): Adrienne Alton-Lee
Date Published: June 2003
The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis Iteration (BES)
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.
Author(s): Fred Biddulph, Jeanne Biddulph and Chris Biddulph
Date Published: June 2003
Quality Teaching Early Foundations: Best Evidence Synthesis Iteration (BES)
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.
Author(s): Sarah-Eve Farquhar
Date Published: January 2003
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