BES Programme Information

Guidelines for Generating a Best Evidence Synthesis Iteration

The Guidelines for Generating a Best Evidence Synthesis Iteration were developed in consultation with three national advisory groups in New Zealand in 2004; the BES Standards Reference Group, the BES Māori Educational Research; Advisory Group and the BES Pasifika Educational Research Advisory Group. The Guidelines are subject to iterative review through the quality assurance process for each BES. When the current cohort of BESs is completed the Ministry of Education plans to review the Guidelines.

To download these Guidelines, please refer to the Downloads/Links box on the right.

Commentary on BES: Highlights

The 2007 Headley Beare Award for Educational Writing was presented to Professor Viviane Robinson by the Australian Council of Educational Leaders (ACEL) in October 2007. Professor Robinson presented the 2007 ACEL William Walker Oration: School Leadership and Student Outcomes: Identifying What Works and Why.

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PPTA regards itself as a partner in the BES programme. I believe that the BES programme is absolutely committed to promoting social justice, and for that reason our union, like NZEI, has committed itself to working alongside this research programme. The whole diversity framework that is an intrinsic part of BES (see the Guidelines) guides our thinking and our critiquing of work in progress, and the analysis of diversity that is being used is a very sophisticated and sensitive model light years away from the concept of diversity reflected in much other research work. Ensuring that teaching addresses issues of diversity is fundamental to promoting social justice in education.

Judie Alison , Advisory Officer
(Professional Issues) Post Primary Teachers’ Association
(23 February 2006)

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Professor Jere Brophy, Formative Quality Assurer
Effective Pedagogy in Social Studies/ Social Sciences/ Tikanga-ā-iwi BES
( December 16, 2005 )

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“The broader policy and leadership literature strongly indicates that the improvement of mathematics instruction at the level of scale being attempted in New Zealand is not solely a matter of providing high quality teacher professional development. It also has to be framed as a problem for schools as educational organizations that structure the institutional settings in which teachers develop and revise the ir instructional practices. On my reading of this Best Evidence Synthesis of Effective Pedagogy in Pangarau/Mathematics, Anthony and Walshaw have distilled valuable lessons from the available research, thereby positioning New Zealand educators to succeed where others have failed”.

Professor Paul Cobb,
Foreword to Effective Pedagogy in Pangarau/Mathematics BES
(December, 2006)

Iterative BES Evidence Based Policy Project Report

  Iterative Best Evidence Synthesis Programme Evidence Based Policy Project Report
        Author:  Penny Moore
        Date:      August 2006