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References

Argyris, C. and Schön, D. A. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.

Bishop, R., Berryman, M., Tiakiwai, S., and Richardson, C. (2003). Te Kōtahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Wellington: Ministry of Education.

Cordingley, P. (2003). “Research and Evidence-based Practice: Focusing on Practice and Practitioners”. In Evidence-informed Policy and Practice in Educational Leadership and Management, ed. Lesley Anderson and Nigel Bennett. Milton Keynes: Open University.

Earl, L. and Katz, S. (2002). “Leading Schools in a Data-rich World”. In Second International Handbook of Educational Leadership and Administration, ed. K. Leithwood and P. Hallinger. Dordrecht: Kluwer Academic.

Education Review Office (2007). Three reports: The Collection and Use of Assessment Information in Schools. Good Practice in the Collection and Use of Assessment Information: Primary Schools. Good Practice in the Collection and Use of Assessment Information: Secondary Schools. Wellington: Education Review Office. Available at the Education Review Office (follow the links to Reports and then to National Reports).

English, C. (in development). “Strategic Plans and LPDP”. Wellington: Learning Media.

Fitchett, M. (2007). “Yes Minister” (editorial). New Zealand Principals’ Federation Magazine, August 2007.

Hipkins, R., Joyce, C., and Wylie, C. (2007). School Planning and Reporting in Action: The Early Years of the New Framework (see Appendix 2 for section 2 of this report.)

Killon, J., and Todnew, G. (1991). “A Process of Personal Theory Building”. Educational Leadership, vol. 48 no. 6, pp. 14–16.

Mid-continent Research for Education and Learning (2003). “Sustaining School Improvement: Data-Driven Decision Making”. Leadership Folio Series. McREL.

Ministry of Education (2005). The Schooling Strategy 2005–10: Making a Bigger Difference for All Students: Hangaia he Huarahi hei Whakarewa Ake i ngā Tauira Katoa. Wellington: Ministry of Education.

Ministry of Education (2007). The New Zealand Curriculum for English-medium Teaching and Learning in Years 1–13. Wellington: Ministry of Education.

Reid, A. (2004). "Towards a Culture of Inquiry in DECS". Occasional Paper Series, no. 1. Adelaide: South Australian Department of Education and Children’s Services.

Robinson, V. (2003). “Teachers as Researchers: A Professional Necessity?” Set: Research Information for Teachers, no. 1, pp. 27–29.

Robinson, V. and Lai, M. K. (2006). Practitioner Research for Educators: A Guide to Improving Classrooms and Schools. Thousand Oaks, Calif.: Corwin.

Robinson, V. and Timperley, H. (2007). "The Leadership of the Improvement of Teaching and Learning: Lessons from Initiatives with Positive Outcomes for Students". Australian Journal of Education, vol 51 no. 3, p. 243.

Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.

Spillane, J. P., Reiser, B. J., and Reimer, T. (2002). “Policy Implementation and Cognition: Reframing and Refocusing Implementation Research” . Review of Educational Research, vol. 72 no. 3, pp. 387–431.

Stoll, L., Fink, D., and Earl, L. (2003). It’s about Learning (and It’s about Time): What’s in It for Schools? London: RoutledgeFalmer.

Timperley, H. and Parr, J. (2004). Using Evidence in Teaching Practice: Implications for Professional Learning. Auckland: Hodder Moa Beckett.

Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.

Watkins, C., Carnell, E., Lodge, C., Whalley, C., and Wagner, P. (2000). Learning about Learning: Resources for Supporting Effective Learning. London: RoutledgeFalmer.

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