Key references

List of evidence that underpins the strategy. Also refer to the Education Counts website.

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.

Benseman, J., Sutton, A., & Lander, J. (2005). Working in the light of evidence as well as aspiration: A literature review of the best available evidence about effective adult literacy, numeracy and language teaching. Report prepared for Ministry of Education. Auckland: Auckland Uniservices Ltd.

Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in Aotearoa New Zealand: Best evidence synthesis. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Cavanagh, T., Teddy, L. (2007). Te Kotahitanga Phase 3 Whanaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms. Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Richardson, C. (2001). Te Toi Huarewa: Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. Final report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of year 9 and 10 Māori students in mainstream classrooms. Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press Ltd.

Cook-Sather, A. (2002). Authorising students’ perspectives: Towards trust, dialogue and change in education. Education Review 31(4), 3–14.

Corrigan, M. (2006). Downstream from an early-leaving exemption: Outcomes for early leavers going into youth training. Unpublished manuscript.

Cunningham (2004) cited in Pressley, M. (2006). Reading instruction that works-the case for balanced teaching. 3rd Edition. New York: The Guiford Press

Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. Department for Education and Skills Research Report 433.

Du Four, R. (2004, May). What is a professional learning community?
Educational Leadership, 63, (8).

Durie, M. (2001, February). Address to the Hui Taumata Mātauranga. Taupō.

Durie, M. (2003). Ngā Kāhui Pou: Launching Māori futures. Wellington:
Huia Publishers.

Durie, M. (2004, September). Address to the Hui Taumata Mātauranga. Taupō.

Education Review Office. (2003). Māori students in mainstream schools. Wellington: Education Review Office.

Harker, R. (2007). Ethnicity and school achievement in New Zealand: Some data to supplement the Biddulph et al. (2003). Best Evidence Synthesis: Secondary analysis of the Progress at School and Smithfield datasets for the iterative Best Evidence Synthesis Programme. Wellington: Ministry of Education.

Learning Media Ltd. (2006). Literacy Professional Development Project: Achievement with cohort 1 schools. February 2004–November 2005. Wellington: Learning Media Ltd.

MacFarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington: New Zealand Council for Educational Research.

McGee, C., Ward, J., Gibbons, & Harlow, A. (2003). Transition to secondary school: A literature review. Hamilton: University of Waikato, for the Ministry of Education.

McNaughton, S., Phillips, G., & MacDonald, S. (2000). Curriculum channels and literacy development over the first year of instruction. New Zealand Journal of Educational Studies, 35 (1).

May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion education: Indicators of good practice. Final report to the Ministry of Education. Wilf Malcolm Institute of Educational Research Review Office. School of Education, University of Waikato. Wellington: Ministry of Education.

Ministry of Education. (1996). Ministry of Education (1996) Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media.

Ministry of Education. (1998). Māori Education Strategy consultation report. Wellington: Ministry of Education.

Ministry of Education (2002a). Pathways to the Future: Ngā Huarahi Arataki or Ngā Huarahi Arataki: Pathways to the Future, A Ten-Year Strategic Plan for Early Childhood Education. Wellington: Ministry of Education.

Ministry of Education. (2002b). Tertiary Education Strategy 2002/07
– Consultation on the strategy two – Te Rautaki Mātauranga Māori. Wellington: Ministry of Education.

Ministry of Education. (2005a). Language Acquisition Research Printlink: Wellington.

Ministry of Education. (2005b). Making a bigger difference for all students: Hangaia he huarahi hei whakarewa ake i ngā tauira katoa. Schooling Strategy 2005–2010. Wellington: Ministry of Education.

Ministry of Education. (2005c). Tertiary Education Strategy monitoring report.

Ministry of Education. (2005d). Briefing to the incoming Minister. Wellington: Ministry of Education.

Ministry of Education. (2006a). Ka Hikitia: Setting Priorities for Māori Education. Wellington: Ministry of Education.

Ministry of Education. (2006b). Student outcome overview 2001–2005: Research findings on student achievement in reading, writing and mathematics in New Zealand schools. Wellington: Ministry of Education.

Ministry of Education. (2007a). Statement of Intent 2007–2012. Wellington: Ministry of Education.

Ministry of Education. (2007b). Te whai i ngā taumata atakura: Supporting Māori achievement in bachelors degrees. Wellington: Ministry of Education.

Ministry of Education. (2007c). The New Zealand Curriculum: For English-medium teaching and learning in years 1–13. Wellington: Learning Media Ltd.

Ministry of Education. (2008). Ngā Haeata Mātauranga 2006/07: Annual Report on Mäori Education. Wellington: Ministry of Education.

Ministry of Women’s Affairs. (2004). Influences of Maternal Employment and Early Childhood Education on Young Children’s Cognitive and Behavioural Outcomes. Report prepared by Melissa Brewerton for the Ministry of Women’s Affairs. June 2004. Wellington: Ministry of Women’s Affairs.

Mitchell, L., & Cubey, P. (2003). Best evidence synthesis: Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings. Wellington: Ministry of Education.

Nechyba, T., McEwan, P., & Older-Aguila, D. (1999). The impact of family and community resources on student outcomes: An assessment of the international literature with implications for New Zealand. Wellington: Ministry of Education.

New Zealand Government. (2002). Pathways to the future: Ngā Huarahi Arataki, a ten-year strategic plan for early childhood education. Wellington: Ministry of Education.

New Zealand Qualifications Authority. (2007). Te rautaki Māori me te mahere whakatinana a te mana tohu mātauranga o Aotearoa: The Māori strategic and implementation plan for the New Zealand Qualifications Authority 2007–2012. Wellington: New Zealand Qualifications Authority.

Nuthall, G. (2001). The cultural myths and the realities of teaching and learning. The Jean Herbison Lecture. December 2001.

Office of the Minister for Tertiary Education. (2006). The Tertiary Education Strategy 2007–12. Wellington: Ministry of Education.

Oreopoulos, P. (2005, December). Stay in school: New lessons on the benefits of raising the legal school-leaving age. C.D. Howe Institute Commentary. No. 223.

Organisation for Economic Development and Cooperation [OECD]. (2001). Starting strong: Early childhood education and care. Paris: OECD.

Paris, S. (2005, April/May/June). Reinterpreting the development of reading skills. Reading Research Quarterly, 40:2.

Paterson, G., Mitchell, D., Oettli, P., White, H., Kalavite, T., & Harry, K. (2006). Engagement of key stakeholder groups with the tertiary education providers. Report for the Ministry of Education. Hamilton: Waikato Institute of Technology.

Penetito, W. T. (2002, Winter). Research and a context for a theory of Māori schooling, McGill Journal of Education; 37(1).

Penetito, W. T. (2005). Tūrangawaewae: A place where one can stand – The context for developments in Māori education; in K. Sanga; C. Hall; C. Development in Māori and Pacific Education, Victoria University, Wellington and Institute for Education, University of the South Pacific, Suva.

Penetito, W.T. (2006). Ka Hikitia: A step up in system performance for Māori Education. Unpublished paper prepared for the Ministry of Education.

Pere, R. R. (1982). Ako: Concepts and learning in the Māori tradition. Wellington: Te Kōhanga Reo National Trust Board.

Phillips, G., McNaughton, S., & MacDonald, S. (2001). Picking up the pace. Report for the Ministry of Education. Wellington: Ministry of Education.

Phillips, G., McNaughton, S., & MacDonald, S. (2004). Managing the mismatch: Enhancing early literacy progress for children with diverse language and cultural identities in mainstream urban schools in New Zealand. Journal of Educational Psychology, 96(2), 309–323.

Phillips, G., & Smith, P. (1997). A third chance to learn: The development and evaluation of specialised interventions for young children experiencing the greatest difficulty in learning to read. Wellington: New Zealand Council for Educational Research.

Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes.
British Journal of Educational Psychology, 76(Pt)3, 429–444.

Silva, P. A., & Stanton, W. (Eds.). (1996). From child to adult: The Dunedin multidisciplinary health and development study. Auckland: Oxford University Press.

Smith, G. H. (1986). ‘Taha Māori: A Pākehā privilege’. DELTA 37, June 1986.

Smith, G. H. (2003, October). Indigenous struggle for the transformation of education and schooling. Keynote address to the Alaskan Federation of Natives (AFN) Convention, Anchorage, Alaska.

Smith, L. T. (2006). Fourteen lessons from resistance to exclusion: Learning from the Māori experience in New Zealand over the last two decades of neo-liberal reform. In Mulholland, Malcolm (ed.). State of the Māori Nation: Twenty-first century issues in Aotearoa, pp.247–259. Auckland: Reed Publishing.

Sylva, K.; Melhuish, E.; Sammons, P.; Siraj-Blatchford, I.; Taggart, B; &Elliot, K. (2003). The effective provision of pre-school education (EPPE) project: Findings from the pre-school period. London: Institute of Education, University of London.

Tahuri, B. (2005, December 6–9). Weaving links between the community and the school kia tika – kia pono. Paper presented to the New Zealand Association of Research Education Conference ‘The Learning Profession’, University of Otago, Dunedin.

Tawhai, V. (2005, June). Nā te manaako te wānanga: Aspirations for kaupapa Māori tertiary education. Research Paper 2 of the Kaupapa Māori Tertiary Education Project. Unpublished draft report to the Ministry of Education.

Timperley, H., Fung, I., Wilson, A., & Barrar, H. (2006, April). Professional Learning and Development: A best evidence synthesis of impact on student outcomes. Paper presented to the annual meeting of the American Educational Research Association, San Francisco, California.

Timperley, H. & Robinson, V. M. J. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change 2(4), 281–300.

Timperley, H. & Wiseman, J. (2003). The Sustainability of Professional Development in Literacy: Part 2: School-based Factors Associated with High Student Achievement. Wellington: Ministry of Education.

Tuata, M., Bradnam, L., Hynds, A., & Higgens, J., with Broughton, R. (2004). Evaluation of the Te Kauhua Māori Mainstream Pilot Project: Report to the Ministry of Education. Wellington: Ministry of Education.

Tunmer, W. E., Chapman, J., & Prochnow, J. E. (2003). The structure achievement-related beliefs, gender and beginning reading achievement: Final report – Phase II. Report to the Ministry of Education.

Vitols, Lelde. (2005). Toward a Policy Framework for Engaging Families and Communities in Education: A discussion paper. Draft paper prepared for the Ministry of Education.

Wylie, C. & Hipkins, R. (2006). Growing independence: Competent students at 14 project. Wellington: Research Division, Ministry of Education.

Wylie, C. & Hodgen, E. (2007). Competent Children at 16: Competency levels and development over time. Report to the Ministry of Education. Wellington: Ministry of Education.

Wylie, C., Hodgen, E., & Ferral, H. (2005). Experiences and effects of the transition to secondary school. Unpublished draft report to the Ministry of Education.

Wylie, C., Thompson, J., & and Lythe, C. (2004). Competent Children at 12. Report to the Ministry of Education. Wellington: New Zealand Council for Educational Research.



Content last updated: 24 November 2014