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By John Hattie
Pearson Education, 2015, 29 p.

Argues that a model of collaborative expertise works best in education. Makes the case for countries moving to systems that value and develop teacher expertise. Outlines eights tasks to be undertaken to set the conditions for collaborative expertise. Considers the implications of collaborative expertise for teachers, school leaders, and system leaders.

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By John Hattie
Pearson Education, 2015, 37 p.

Outlines the policy responses commonly used by systems aspiring to be in the world's 'top five' for education. Argues that these responses are 'fixes' that have little effect on improving student learning. Talks about implementing policies that can make a significant difference. Suggests that terms like achievement standards, tails, gaps, and flatlining are confusing and should not be used.

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By John O'Leary
Public sector 38 (3), 2015, p. 5-8 (article).

Looks at what productivity means in the New Zealand public sector. Considers how it might be measured, analysed, and enhanced.


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