BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura
Ministry of Education. BES (Best Evidence Synthesis) Iterative Programme – Hei Kete Raukura
The Iterative Best Evidence Synthesis (BES) programme brings together research-based evidence from New Zealand and elsewhere to explain what works in education and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners. Five BES reports have been published to date. These are:
- School Leadership and Student Outcomes/He Kura Rangatira BES by V. Robinson, M. Hohepa, and C. Lloyd
- Effective Pedagogy in the Social Sciences/Tikanga ā iwi BES by G. Aitken and C. Sinnema
- Teacher Professional Learning and Development BES by H. Timperley et al.
- Effective Pedagogy in Mathematics/Pāngarau BES by G. Anthony and M. Walshaw
- Quality Teaching for Diverse Students in Schooling by A. Alton-Lee.
Recent BESs feature vignettes and cases that bring their findings to life. Three have been summarised by the The International Academy of Education (IAE). These are:
- Teacher Professional Learning and Development/Te Kaupapa Whakaako, Whakapakari Kaiako
- Effective Pedagogy in Mathematics/Te Ako Pāngarau Whaihua
- Effective Pedagogy in Social Sciences/Tikanga ā Iwi.
The BES Exemplars are a recent development. Each exemplar describes how educators have successfully implemented a particular teaching approach and explains the conditions that enabled success. They are designed to help you implement a collaborative approach to ongoing school improvement that is responsive to diverse (all) learners.
| Relevance | Resources for further learning | Resources for taking action | Resources for learning about other people's stories |
|---|---|---|---|
| Inquiry and knowledge-building | Y | Y | Y |
| Leading change | Y | Y | Y |
| Understanding autism spectrum disorder | |||
| Understanding inclusion | Y | Y | Y |
| Effective schools | Y | Y | Y |
| Special education and ASD in NZ school settings | |||
| Audit | |||
| Building inclusive school cultures | Y | Y | Y |
| Producing inclusive school policies | Y | Y | Y |
| Evolving inclusive practices | Y | Y | Y |
| Managing transitions | |||
| Specific issues for secondary schools |