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Research – Using assessment data for improving teaching practice



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Bransford, J., Darling-Hammond, L. & LePage, L. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World: What teachers should learn and be able to do (pp. 1-39). San Francisco: Jossey Bass.

Coburn, C.E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2): 145-170.

Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M. & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing Teachers for a Changing World: What teachers should learn and be able to do (pp. 358-389). San Francisco: John Wiley & Sons.

Nye, B., Konstantanopoulos, S. & Hedges, L.V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3): 237-257.

Robinson, V., Lloyd, C. & 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.

Scheerens, J, Vermeulen, C. & Pelgrum, W. J. (1989). Generalizability of instructional and school effectiveness indicators across nations. International Journal of Educational Research, 13(7): 789-799.

Timperley, H. & Parr, J. (In press). Chain of influence from policy to practice in the New Zealand literacy strategy. Research Papers in Education.

Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2008). Teacher professional learning and development: Best evidence synthesis iteration. Wellington: New Zealand: Ministry of Education.


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