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Teacher professional learning and development : best evidence synthesis iteration (BES).

Teacher professional learning and development : best evidence synthesis iteration (BES).
Item Information
Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1278303 371.102 MIN
 Professor Stephen Dinham Collection   . Available .  
Reserve Title Catalogue Record 19266
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Catalogue Information
Field name Details
Record Number 19266
ISBN 9780790326283
Location 371.102 MIN
Title Teacher professional learning and development : best evidence synthesis iteration (BES).
Published Wellington, N.Z. Ministry of Education, 2007
Collation 1v.
General Note l, 291 p.
Includes bibliographical references and index.
PSD - Professor Stephen Dinham Collection
Summary Note The purpose of the synthesis is to consolidate the international and New Zealand evidence around the emerging knowledge base about how to promote teacher learning in ways that impact on outcomes for the diversity of students in our classrooms. Although New Zealand students typically achieve well in OECD surveys, disparities in student achievement are amongst the greatest in the OECD1. Of particular concern is the large section of underachievement, and special consideration was given to this problem. Two further contextual conditions were also given specific attention: New Zealand's selfgoverning administrative structures and the education community's obligations under the Treaty of Waitangi. 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 is seeking to support collaborative knowledge building and use across policy, research and practice in education. BES draws together bodies of research evidence to explain what works and why to improve education outcomes and to make a bigger difference for the education of all our children and young people. Each BES is part of an iterative process that anticipates future research and development informing educational practice. This BES is fundamental to the effective use of all the schooling BESs because it illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners. New BESs will progressively become available at http://educationcounts.edcentre.govt.nz/goto/BES.
Language Note In English..
Subject Benchmarking
Evaluation methods
Primary education
Primary school teachers
Primary schools
Secondary education
Secondary school teachers
School effectiveness
Teacher effectiveness
Teaching effectiveness
Models
New Zealand
Best Evidence Synthesis Iteration (BES)
University of Auckland
Added Name Timperly H.
Wilson A.
Barrar H.
Fung I.
Added Corporate Name University of Auckland
New Zealand. Ministry of Education
Internet Site http://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdf
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