(Using) evidence for educational improvement

Cambridge Journal of Education

Volumn 41, Issue 3, 2011, Pages 303-329

  Alton Lee, Adrienne ^a  

^a Ministry of Education   (New Zealand)

Author keywords

academic achievement; equity; evidence; improvement; leadership; policy; professional development; social outcomes; student outcomes

Indexed keywords

EID: 84860718115     PISSN: 0305764X     EISSN: 14693577     Source Type: Journal    
DOI: 10.1080/0305764X.2011.607150     Document Type: Article

References (78)

1. Ainscow, M., Chapman, C., Dyson, A., Gunter, H., Hall, D., Kerr, K., McNamara, O., Muijs, D., Raffo, C., & West, M. (2010). Social inequality: Can schools narrow the gap? Insight 2, British Educational Research Association. Retrieved August 29, 2011, fromwww.bera.ac.uk/files/2011/01/Insight2-web.pdf
2. Aitken, G., & Sinnema, S. (2008). Effective pedagogy in social sciences Tikanga ā iwi: Best evidence synthesis iteration. Wellington: Ministry of Education. Retrieved August 29, 2011, fromwww.educationcounts.govt.nz/publications/series/2515/32879/35263
3. Alton-Lee, A. 2003. Quality teaching for diverse students in schooling: Best evidence synthesis iteration, Wellington, New Zealand: Ministry of Education.
4. Alton-Lee, A. (2004). Improving education policy and practice through an Iterative Best Evidence Synthesis Programme. Invited address to OECD-US Seminar, Evidenced-Based Policy Research, Washington DC, April 19-20. Retrieved August 29, 2011, fromhttp://www.educationcounts.govt.nz/topics/BES/draft-case-studies
5. Alton-Lee, A., Hunter, R., Pulegatoa-Diggins, C., & Sinnema, C. (2011). Case 1: Developing communities of mathematical inquiry. Quality teaching for diverse (all) learners in schooling. Second iteration best evidence synthesis in progress. Retrieved fromhttp://www.educationcounts.govt.nz/goto/BES
6. Alton-Lee, A., & Nuthall, G., with Patrick, J. (1995). Reframing classroom research: A lesson from the private world of children. In G. Capella Noya, K. Geismar, & G. Nicoleau (Eds.). Shifting histories: Transforming education for social change. Cambridge, MA: Harvard Educational Review. Reprint series no. 26.
7. Anthony, G. and Walshaw, M. 2007. Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration, Wellington, New Zealand: Ministry of Education.
8. Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics: Educational practices series, 19. Retrieved August 29, 2011, fromhttp://www.ibe.unesco.org/en/services/publications/educational-practices.html
9. Biddulph, F., Biddulph, J. and Biddulph, C. 2003. The complexity of community and family influences on children's achievement in New Zealand: Best evidence synthesis iteration, Wellington, New Zealand: Ministry of Education.
10. Bishop, R. and Berryman, M. 2010. Scaling up education reform: Addressing the politics of disparity, Wellington, New Zealand: Council for Educational Research (NZCER) Press.
11. Bishop, R. and Glynn, T. 1999. Culture counts: Changing power relations in education, Palmerston North: Dunmore Press.
12. Boaler, J. 2008. Promoting 'relational equity' and high mathematics achievement through an innovative mixed ability approach. British Educational Research Journal, 34(2): 167-194.
13. Boaler, J. and Staples, M. 2008. Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers' College Record, 110(3): 608-645.
14. Bossert, S. 1979. Tasks and social relationships in classrooms: A study of instructional organisation and its consequences, London: Cambridge University Press.
15. Brandon, P.R., Taum, A.K.H., Ayala, C.C., Young, D.B., Gray, M.E., Speitel, T.W., Nguyen, T.T.T., & Pottenger, F.M. III. (2007). Phase-1 Study of the effects of professional development and long-term support on program implementation and scaling up. Final report. Retrieved August 29, 2011, fromhttp://www.hawaii.edu/crdg/programs/documents/evaluation/executive_summary.pdf
16. Caygill, R. and Kirkham, S. 2008. Mathematics. Trends in year 5 mathematics achievement 1994 to 2006. New Zealand results from three cycles of the Trends in International Mathematics and Science Study (TIMSS), Wellington, New Zealand: Ministry of Education.
17. Chung Wei, R., Andree, A. and Darling-Hammond, L. 2009. How nations invest in teachers: High achieving nations treat their teachers as professionals. Educational Leadership, 66(5): 28-33.
18. Coburn, C. 2003. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6): 3-12.
19. Cohen, J. 1988. Statistical power analysis for the behavioural sciences, Hillsdale, NJ: Erlbaum.
20. Cohen, E., Bianchini, J., Cossey, R., Holthuis, N., Morphew, C. and Whitcomb, J. 1997. "What did students learn? 1982-1994". In Working for equity in heterogeneous classrooms: Sociological theory in practice, Edited by: Cohen, E. and Lotan, R. 137-165. New York: Teachers College Press.
21. Cohen, E., Lotan, R. and Hothuis, N. 1997. "Organising the classroom for learning". In Working for equity in heterogeneous classrooms: Sociological theory in practice, Edited by: Cohen, E. and Lotan, R. 31-43. New York: Teachers College Press.
22. Cole, M. 1998. Racism, reconstructed multiculturalism and antiracist education. Cambridge Journal of Education, 28(1): 37-48.
23. Cooper, A., Levin, B. and Campbell, C. 2009. The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10(2-3): 159-171.
24. Cordingley, P., & Bell, M. (2007). Transferring learning and taking innovation to scale. Centre for the Use of Research Evidence in Education. Thinkpiece prepared for The Innovation Unit. Retrieved August 29, 2011, fromhttp://www.innovationunit.org/resources/transferring-learning-and-taking-innovation-scale
25. Cordingley, P., Bell, M., Thomason, S. and Firth, A. 2005. The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?, London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
26. Crooks, T., Smith, J., & Flockton, L. (2010). Mathematics assessment results 2009. National Education Monitoring Report 52. Dunedin: Educational Assessment Research Unit. Retrieved August 29, 2011, fromhttp://nemp.otago.ac.nz
27. Dahl, R.F. 1997. "Organizational factors and the continuation of a complex instructional technology". In Working for equity in heterogeneous classrooms - sociology theory in practice, Edited by: Cohen, E.G. and Lotan, R.A. 260-274. New York: Teachers College Press.
28. Davidson, J. (2011). Comment, BES introductory flyer. Wellington: Ministry of Education. Retrieved August 29, 2011, fromhttp://www.educationcounts.govt.nz/goto/BES
29. Donn, M. and Schick, R. 1995. Promoting positive race relations in New Zealand schools: Me mahi tahi tatou, Wellington: Research Division, Ministry of Education.
30. Doyle, W. 1983. Academic work. Review of Educational Research, 53: 159-199.
31. Filby, N. 1997. "A viewpoint on dissemination". In Working for equity in heterogeneous classrooms: Sociological theory in practice, Edited by: Cohen, E. and Lotan, R. 277-286. New York: Teachers College Press.
32. Galton, M. 2009. "Working together - learning together: Cooperative working in the classroom". In Motivating your secondary class, Edited by: Galton, M., Steward, S., Hargreaves, L., Page, C. and Pell, A. 119-140. London: Sage.
33. Galton, M. and Hargreaves, L. 2009. Group work: still a neglected art?. Cambridge Journal of Education, 39(1): 1-6.
34. Galton, M. and Williamson, J. 1992. Groupwork in the primary classroom, London: Routledge.
35. Garden, R. 1997. Mathematics and science performance in middle primary school: Results from New Zealand's participation in the third mathematics and science study, Wellington: Ministry of Education.
36. Gluckman, P. (2011a). Improving the transition: Reducing social and psychological morbidity during adolescence. A report from the Prime Minister's Chief Science Advisor, Auckland. Retrieved August 29, 2011, fromhttp://www.pmcsa.org.nz
37. Gluckman, P. (2011b). Towards better use of evidence in policy formation: A discussion paper. Auckland: Office of the Prime Minister's Science Advisory Committee. Retrieved August 29, 2011, from http://www.pmcsa.org.nz/wp-content/uploads/2011/04/Towards-better-use-of-evidence-in-policy-formation.pdf
38. Halbert, J., Kaser, L. and Koehn, D. Spirals of inquiry: Building professional inquiry to foster student learning. Paper presented at the annual meeting of the International Congress of School Effectiveness and Improvement. Limassol, Cyprus. January.
39. Hanushek, E. (2005). Economic outcomes and school quality. International Academy of Education and The International Institute for Educational Planning, UNESCO. Retrieved August 29, 2011, fromhttp://unesdoc.unesco.org/images/0014/001410/141027e.pdf
40. Harker, R. (2007). Ethnicity and school achievement in New Zealand: Some data to supplement the Biddulph et al. (2003) Best Evidence Synthesis. Unpublished report to the Iterative Best Evidence Synthesis Programme. Wellington: Ministry of Education.
41. Hattie, J. 2009. Visible teaching - visible learning: A synthesis of 800+ meta-analyses on achievement, London: Routledge.
42. Higgins, J. 2001. Developing numeracy: Understanding place value, Report to the Ministry of Education Wellington: Ministry of Education.
43. Higgins, J. 2005. "Pedagogy of facilitation: How do we best help teachers of mathematics with new practices?". In Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, Edited by: Chick, H.L. and Vincent, J.L. Vol. 3, 137-144. Melbourne: PME.
44. Higgins, J., & Bonne, L. (2010). The role of the numeracy lead teacher in promoting the goals of the Numeracy Development Projects. In R. Averill, B. Bicknell. L. Bonne, T. Burgess, N. Hāwera, R. Hunter, M. Johnston, C. Linsell, G. Lomas, J. Mills, P. Nicholas, B. Stevenson, A. Tagg, M. Taylor, P. Te Maro, G. Thomas, T. Trinick, J. Ward, & J.M. Young-Loveridge (Eds.), Findings from the Numeracy Development Project 2009 (pp. 129-138). Wellington: Ministry of Education. Retrieved August 29, 2011, from http://www.nzmaths.co.nz/node/7516
45. Hunter, R. (2007). Teachers developing communities of mathematical inquiry. Albany, Massey University: Unpublished doctoral thesis. Retrieved August 29, 2011, fromhttp://www.educationcounts.govt.nz/topics/BES/nz-education-theses-database
46. Hunter, R. (2008). Facilitating communities of mathematical inquiry. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 31-39). Brisbane: MERGA.
47. Johnson, D.W., Maruyama, G., Johnson, R.T., Nelson, D. and Skon, L. 1981. Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta analysis. Psychological Bulletin, 89: 47-62.
48. Levin, B. 2008. How to change 5000 schools: A practical and positive approach for leading change at every level, Cambridge, MA: Harvard Education Press.
49. Levin, B. 2009. Enduring issues in urban education. Journal of Comparative Policy Analysis: Research and Practice, 11(2): 181-195.
50. Levin, B., & Fullan, M. (2009). International foreword. In V. Robinson, M. Hohepa, & C. Lloyd, School leadership and student outcomes: Identifying what works and why. Best evidence synthesis iteration (pp. 13-15). Wellington: Ministry of Education. Retrieved August 29, 2011, from http://www.educationcounts.govt.nz/publications/series/2515/60169/60170
51. Lipman, P. 1997. Restructuring in context: A case study of teacher participation and the dynamics of ideology, race and power. American Educational Research Journal, 34(1): 3-37.
52. Moore, P. (2006). Evidence based policy report. Iterative Best Evidence Synthesis Programme Evidence Based Policy Project Report, Wellington, New Zealand. Retrieved August 29, 2011, fromhttp://www.educationcounts.govt.nz/publications/series/2515/27547/27543
53. Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world's most improved school systems keep getting better. Retrieved August 29, 2011, fromhttp://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/How%20School%20Systems%20Get%20Better.aspx
54. Mullis, I.V.S., Martin, M.O. and Foy, P. 2008. TIMSS 2007 international mathematics report: Findings from IEA's Trends in International Mathematics and Science Study at the fourth and eighth grades, Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
55. Neves, H.A. 2007. "The relationship of talk and status to second language acquisition of young children". In Working for equity in heterogeneous classrooms: Sociological theory in practice, Edited by: Cohen, E. and Lotan, R. 181-192. New York: Teachers College Press.
56. Nuthall, G. 1999. Learning how to learn: The evolution of students' minds through the social processes and culture of the classroom. International Journal of Educational Research, 31(3): 141-256.
57. OECD. 1995. Educational research and development: Trends issues and challenges, Paris: OECD.
58. OECD. 2003. Knowledge management: New challenges for educational research, Paris: OECD.
59. OECD. (2007). Knowledge management: Evidence in education linking research and policy. Paris: CERI, OECD. Retrieved August 29, 2011, fromhttp://www.sourceoecd.org/education/9789264033665
60. OECD. (2010). PISA 2009 at a glance. Retrieved August 29, 2011, fromhttp://www.oecd.org/dataoecd/31/28/46660259.pdf
61. Osler, A. and Starkey, H. 1999. Rights, identities and inclusion: European action programmes as political education. Oxford Review of Education, 25(1/2): 199-215.
62. Pawson, R. 2002. Evidence and policy and naming and shaming. Policy Studies, 23(3): 211-230.
63. Robinson, V., Hohepa, M., & Lloyd C. (2009). School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education. Retrieved August 29, 2011, fromhttp://educationcounts.govt.nz/goto/BES
64. Robinson, V.M.J., Lloyd, C. and Rowe, K. 2008. The impact of leadership on student outcomes. An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5): 635-674.
65. Seixas, P. 2001. "Review of research on social studies". In Handbook of research on teaching, 4th edition, Edited by: Richardson, V. 545-565. Washington, DC: American Educational Research Association.
66. Shaver, J. 1999. "Social Studies: Cognitive prejudice reduction". In Handbook of research on improving student achievement, Edited by: Cawelti, G. 180-197. Virginia: Educational Research Service.
67. Slavin, R. 1980. Co-operative learning. Review of Educational Research, 50(2): 315-342.
68. Slavin, R. 2010. "Co-operative learning: what makes group-work work?". In The nature of learning: Using research to inspire practice, Edited by: Dumont, H., Instance, D. and Benavides, F. 161-178. Paris: OECD.
69. Snook, I. (2008). 'Tail' of underachievement is tale of poverty. Retrieved August 29, 2011, fromhttp://www.scoop.co.nz/stories/PO0804/S00419.htm
70. Sparks, D. 2004. "Focusing staff development on improving the learning of all students". In Handbook of research on improving student achievement, Edited by: Cawelti, G. 198-208. Virginia: Educational Research Service.
71. Timperley, H. (2008). Teacher professional learning and development: Educational practices series-18. Retrieved August 29, 2011, fromhttp://www.ibe.unesco.org/en/services/publications/educational-practices.html
72. Timperley, H. and Alton-Lee, A. 2008. Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1): 328-369.
73. Timperley, H., Wilson, A., Barrar, H., & Fung. I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education. Retrieved August 29, 2011, fromhttp://educationcounts.govt.nz/goto/BES
74. University of Hawaii. (2002). Foundational approaches in science teaching (FAST). In J. Killion (1999). What works in the middle: Results-based staff development. Oxford, OH: National Staff Development Council. Retrieved August 29, 2011, fromhttp://www.learningforward.org/midbook/index.cfm
75. Wylie, C., Thompson, J. and Lythe, C. 2001. Competent children at10: Families, early education, and schools, Wellington, New Zealand: New Zealand Council for Educational Research.
76. Yamamoto, K. Against all odds: Tales of survival of the foundational approaches in science teaching (FAST) project. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL. March.
77. Young, D. (1999). Foundational approaches in science teaching (FAST). (Summary of evaluations). Retrieved August 29, 2011, fromhttp://www.hawaii.edu/crdg/sections/science/documents/fasteval.pdf
78. Young-Loveridge, J. 2010. "A decade of reform in mathematics education: Results for 2009 and earlier years". In Findings from the New Zealand Numeracy Development Projects 2009, Edited by: Averill, R., Bicknell, B., Bonne, L., Burgess, T., Hāwera, N., Hunter, R., Johnston, M., Linsell, C., Lomas, G., Mills, J., Nicholas, P., Stevenson, B., Tagg, A., Taylor, M., Te Maro, P., Thomas, G., Trinick, T., Ward, J. and Young-Loveridge, J.M. Wellington: Ministry of Education. Retrieved August 29, 2011, from http://nzmaths.co.nz/annual-research-and-evaluation-reports-and-compendium-papers