The Numeracy Development Project: Policy to Practice
AbstractThe Numeracy Development Project has been heralded as an example of successful transformation of policy to practice. Evidence of raised student achievement and improved teacher knowledge has been reported for three consecutive years for the Early and Advanced Numeracy Projects (see Thomas & Ward, 2001, 2002; Thomas, Tagg, & Ward, 2003; Higgins, 2001, 2002a, 2003a for a full account). Major factors in the success of the implementation of this policy include on-going evaluation, a developing research base from the findings, and the promotion of the concept of a learning community. This article is a descriptive analysis of the Numeracy Development Project using Rist’s (1998) framing of the policy process and Patton’s theory of utilisation-focused evaluation. It discusses the different interdependent and interrelated aspects of policy formulation, implementation and evaluation that comprise a dynamic approach to the policy process.
Download data is not yet available.
How to Cite
HIGGINS, Joanna; PARSONS, Ro; HYLAND, Malcolm. The Numeracy Development Project: Policy to Practice. The New Zealand Annual Review of Education, [S.l.], n. 12, july 2002. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1437>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i12.1437.
Curriculum and Subject Specialties
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.