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Resource library

The Resource library includes descriptions and links to over 100 external publications (books, websites, DVDs etc). To search for a specific topic (for example “classroom strategies”), enter text in the keywords box and click Search. You can narrow your initial search using one of three filter drop-down menus:

  • “Sections” filters the resources in line with the major content sections of the website.
  • “Resources for” filters the resources according to whether they support you to further your learning, to take action, or to explore others’ stories.
  • “Relevant to” filters the resources in line with the topics covered by the subsections of the website.

Once you have searched, “Refine your results” appears on the right-hand side. This allows you to further narrow your search by adding in extra filters.

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There were 5 results.

  1. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

    Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others. Quality Teaching for...

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    Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis

    Alton-Lee. A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.

    See also the series of BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura, by Alton-Lee and others.

    Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis is framed around the concept of 'diversity'. It rejects the idea that we can segregate students into groups who are 'normal' or 'other'. Working from that inclusive frame, it identifies ten characteristics of teaching that are strongly associated with improved outcomes for diverse learners.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices
    Contributed by:

    Alton-Lee, A. 2003 Wellington: Ministry of Education.

  2. BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

    A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate: the nature of highly effective teaching the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support...

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    BES Exemplars: Quality Teaching/Ngā Kete Raukura – Ngā Tauira: He Ako Reikura

    A series of BES Quality Teaching exemplars has now been published by the Ministry of Education. The exemplars demonstrate:

    • the nature of highly effective teaching
    • the professional learning, leadership, and educationally powerful connections with families, whānau, and communities that support such teaching.

    They show real people in real schools translating research into practice and generating new evidence for you to consider. This widened focus has led to the identification of eleven dimensions of quality teaching. The exemplars incorporate tools that teachers and school leaders can use to engage with the content and consider its application to their practice. These include an adapation of the inquiry and knowledge-building tool.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Inquiry and knowledge-building, Understanding inclusion, Effective schools, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices
    Contributed by:

    Alton-Lee, A., and others 2012 Wellington: Ministry of Education.

  3. The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

    Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.) The Cultural Self-Review provides a structure and process that teachers from early childhood...

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    The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners

    Bevan-Brown, J. (2003). The Cultural Self-Review: Providing Culturally Effective, Inclusive Education for Māori Learners. Wellington: New Zealand Council for Educational Research. (Available for purchase from the publisher.)

    The Cultural Self-Review provides a structure and process that teachers from early childhood centres through to secondary schools can use to explore how well they cater for Māori learners, including those with special needs.

    Central to the book is a cultural input framework that provides a set of principles for analysing programme components, (environment, personnel, policy, processes, content, resources, assessment, and administration). While emphasising practical ideas, the author cautions users not to take a recipe-book approach. She suggests that schools use the ideas as a springboard for discussion and for developing school action plans with strategies that meet their particular needs. In line with the framework’s eight guiding principles, she stresses the importance of including parents, whānau, and community members, including kaumātua, in a school’s cultural self-review.

    The book also includes a 'stairway to cross-cultural competence' that teachers can use to better understand cultural differences and their impact on learners.

    Resources for:
    Further learning , Taking action
    Relevant to:
    Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices
    Contributed by:

    Bevan-Brown, J. 2003 Wellington: New Zealand Council for Educational Research.

  4. Index for Inclusion: Developing Learning and Participation in Schools

    Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.This third edition of the Index is available on loan from the IHC library. The second edition, published...

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    Index for Inclusion: Developing Learning and Participation in Schools

    Booth, T., and Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol, England: Centre for Studies on Inclusive Education.

    This third edition of the Index is available on loan from the IHC library. The second edition, published in 2002, is also available.

    The Index for Inclusion has supported principled school development around the world since its first publication in 2000. Its approach to whole-school improvement is based on the principles of inclusion and is structured around three dimensions: culture, polices, and practices.

    The success of the Index can be judged by the fact that it has been translated into 37 languages.

    You can find more information, including a detailed description, on the CSIE website.

    Resources for:
    Further learning , Taking action , Others' stories
    Relevant to:
    Inquiry and knowledge-building, Leading change, Understanding inclusion, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices
    Contributed by:

    Booth, T., and Ainscow, M. 2011 .

  5. Including Students with High Needs

    Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office. In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of...

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    Including Students with High Needs

    Education Review Office (June 2010). Including Students with High Needs. Wellington: Education Review Office.

     In t his report, ERO found that half of schools demonstrated mostly inclusive practices for students with high needs. Thirty percent of schools had some areas of good performance, and 20 percent had few inclusive practices.

    ERO recommended that school staff:

    • use the report’s findings, case studies, self-review questions, and inclusive teaching indicators to review the extent to which students with high needs are included across the school
    • identify where students are not well included and implement a plan to extend the effective practice already in the school.
    Resources for:
    Further learning , Taking action
    Relevant to:
    Inquiry and knowledge-building, Understanding inclusion, Effective schools, Special education and ASD in NZ school settings, Audit, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions, Specific issues for secondary schools
    Contributed by:

    Education Review Office June 2010 .

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