Publications

Curriculum

The Effects of Curricula and Assessment on Pedagogical Approaches and on Educational Outcomes

The Effects of Curricula and Assessment on Pedagogical Approaches and on Educational Outcomes This review analyses the literature on the effects of curricula and assessment on pedagogical approaches and educational outcomes, i.e. student achievement. The review looks at whether there are differences between mandated or local curricula in terms of their impact on teaching practice and student learning. It also examines the effects of different assessment regimes including national or state-wide testing, on student learning. It focuses particularly on the role of formative assessment. International and New Zealand research are examined.

Author(s): Malcolm Carr, Clive McGee, Alister Jones, Elizabeth McKinley, Beverley Bell, Hugh Barr and Tina Simpson

Date Published: June 2005

Evaluation of the Second Language Learning Funding Pool (1999-2003)

Evaluation of the Second Language Learning Funding Pool (1999-2003) The Second Language Learning Funding Pool was set up in 1998 (with funding commencing in 1999). Its general aim was to help schools develop effective and sustainable second language learning programmes for students in years 7-10 in accordance with the Government’s policy of encouraging schools to provide instruction in an additional language in these years.

Author(s): Rod Ellis, Shawn Loewen, Penny Hacker

Date Published: 2005

PISA 2003: Learning for tomorrow's world: New Zealand Summary Report

PISA 2003: Learning for tomorrow's world: New Zealand Summary Report PISA 2003, the second cycle of a three-yearly survey of 15-year-olds in over 40 countries, concentrates on three key areas of knowledge and skills: reading literacy, mathematical literacy and scientific literacy. This cycle concentrated on mathematical literacy.

Author(s): Comparative Education Research Unit, Ministry of Education

Date Published: December 2004

Case Studies of Schools: Implementation of National Curriculum

Case Studies of Schools: Implementation of National Curriculum This report outlines the findings of 23 case studies. The case studies were carried out to extend and enrich the findings of the survey studies in the research project Curriculum Stocktake: National School Sampling Study, which has been ongoing since 2001.

Author(s): C. McGee, M. Hill, B. Cowie, T. Miller, P. Lee, L. Milne, K. Earl, A. Donaghy and A. Jones

Date Published: March 2004

An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes

An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes This research identifies effective teacher practice for integrating commercially-produced readymade learning materials into classrooms to meet student learning needs. The research focused on practice with respect to literacy packages but the findings have resonance for other curriculum areas. The project investigated how low decile schools integrated five selected reading packages into their classroom reading programmes over two years, and identified effective practice around identifying and diagnosing student needs, selecting appropriate packages based on these needs, implementing the package and ongoing monitoring and evaluation. Sustainability was also considered.

Author(s): Judy Parr, Margaret Aikman, Earl Irving and Kathryn Glasswell

Date Published: February 2004

The Extent, Nature and Effectiveness of Planned Approaches in New Zealand Schools for Providing for Gifted and Talented Students

The Extent, Nature and Effectiveness of Planned Approaches in New Zealand Schools for Providing for Gifted and Talented Students This research was commissioned in response to a recommendation made in the report from the Working Party on Gifted Education and to inform the Ministry of Education's development of policy for the education of gifted and talented students. The purpose of the research was to determine how schools provide for these students and the efficacy of these approaches. This report highlights the main findings from the research.

Author(s): Tracy Riley, Jill Bevan-Brown, Brenda Bicknell, Janis Carroll-Lind and Alison Kearney

Date Published: 2004

An Evaluation of the Technical and Methodological Aspects of the School Entry Assessment Kit

An Evaluation of the Technical and Methodological Aspects of the School Entry Assessment Kit School Entry Assessment (SEA) is an instrument designed to assess schools entrants' skills in early literacy, early numeracy, and oral language. It was first introduced in New Zealand schools in 1997. The primary purpose of SEA is to provide diagnostic data for teachers to use to improve student learning. The Australian Council for Educational Research was contracted by the Ministry of Education in 2001 to evaluate the technical and methodological aspects of SEA. The purpose of the evaluation was to provide information which would enhance the collation and analysis of SEA data. The results from this evaluation are contained in the following report.

Author(s): Prue Anderson, John Lindsey, Wolfram Schultz, Christian Monseur and Marlon Meiers

Date Published: 2004

Evaluation of the Secondary Schools Arts Coordinators Project to Support "The Arts in the New Zealand Curriculum"

Evaluation of the Secondary Schools Arts Coordinators Project to Support This evaluation reviewed the effectiveness of Secondary Schools Arts Coordinators Project. It looked at the effectiveness of the project in meeting its objectives and was designed to be able to inform the Project in future years. The Secondary Schools Arts Coordinators Project was designed to support 'The Arts in the New Zealand Curriculum' by assisting schools to provide additional enriching learning opportunities to students across the four Arts disciplines. Through the Project, schools are able to employ an Arts Coordinator to coordinate these opportunities, to ease the responsibilities of specialist secondary school arts teachers.

Author(s): Kathleen Murrow, Emanuel Kalafatelis, Nicky Ryan and Di Davies

Date Published: 2004

Environmental Education in New Zealand Schools

Environmental Education in New Zealand Schools This research, presented in four volumes, looked at current practice in environmental education in New Zealand schools using a range of methods. Volume. 1 provides the key findings from each of the research components

Author(s): Rachel Bolstad, Bronwyn Cowie, Chris Eames, Miles baker, Paul Keown, Richard Edwards, Richard Coll and Neil Rogers

Date Published: 2004

Teachers' Experiences in Curriculum Implementation: General Curriculum, The Arts, and Health and Physical Education

Teachers' Experiences in Curriculum Implementation: General Curriculum, The Arts, and Health and Physical Education This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, 2002-2003. This is the final report in a series which investigates teachers' experiences in teaching from the New Zealand curriculum.

Author(s): Clive McGee, Ann Harlow, Thelma Miller, Bronwen Cowie, Mary Hill, Alister Jones and Ariana Donaghy

Date Published: 2004

Analysis and Use of Student Achievement Data

Analysis and Use of Student Achievement Data This group of five studies reports on aspects of the AUSAD initiative in Mangere and Otara that is designed to improve the capacity of the schools to analyse, share and learn from their student achievement information.

Author(s): Helen Timperley in association with Linda Smith, Judy Parr, Jennifer Portway, Sarah Mirams, Suzanne Clark, Mali Allen and Jill Page

Date Published: 2004


Category: English Medium

Strengthening Education in Mangere and Otara (SEMO)

Strengthening Education in Mangere and Otara (SEMO) Strengthening Education in Mangere and Otara (SEMO) is a Ministry of Education intervention designed to increase the capacity of the schools and communities of Mangere and Otara to offer high quality learning environments for children. This is the third and final evaluation report on the SEMO initiative. Three separate studies are considered in this report: School Governance, Reporting to Parents, and Perceptions of Pasifika Student Achievement.

Author(s): Viviane Robinson and Helen Timperley in association with Lorrae Ward, Lili Tuioti, Violet Tu'uga Stevenson, Sue Mitchell

Date Published: 2004

Evaluation of Professional Development for Pacific Teachers which Supports the Arts in the NZ Curriculum

Evaluation of Professional Development for Pacific Teachers which Supports the Arts in the NZ Curriculum From 2003, the 'Arts in the New Zealand Curriculum' is mandatory and schools are required to offer all four disciplines (dance, drama, music, and the visual arts) to Year 1-8 students and at least two of the four disciplines to Year 9 and 10 students. In the two years leading up to its implementation, professional development in the Arts has been offered to schools in a variety of ways, including an Arts component as part of a larger national contract for Pacific teachers. This report describes the results from a (limited) evaluation of the effectiveness of this component of the professional development in assisting Pacific teachers translate the Arts curriculum document into classroom practice.

Author(s): Gravitas Research and Strategy Limited

Date Published: July 2003

An Evaluation of Arts Professional Development Online in Support of the Arts in the New Zealand Curriculum

An Evaluation of Arts Professional Development Online in Support of the Arts in the New Zealand Curriculum Arts Professional Development Online' commenced nationally during 2001 to support the implementation of 'Arts in the New Zealand Curriculum', targeted specifically at rural and isolated schools. This report details the outcome of an evaluation of this professional development that was carried out late 2002.

Author(s): Rosemary Hipkins with Ed Strafford, Roberta Tiatia and Fiona Beals

Date Published: June 2003

An Evaluation of Professional Development to Support the Arts in the New Zealand Curriculum

An Evaluation of Professional Development to Support the Arts in the New Zealand Curriculum This reports on an evaluation of how the professional development, offered on a national basis to schools over a two-year period commencing 2001, supported the initial implementation of 'Arts in the New Zealand Curriculum'. This included a survey of participants on their views of the issues they and their schools faced in implementing the curriculum and how they considered the professional development assisted them in addressing these issues.

Author(s): Fiona Beals, Rosemary Hipkins, Marie Cameron and Susan Watson

Date Published: June 2003

Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001

Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001 The Literacy Leadership initiative was established in 2000 as part of the Ministry of Education's Literacy and Numeracy Strategy. The Enhancement Programme comprised professional development and support from a facilitator for principals and leading teachers of literacy to review their current literacy practices, and plan, implement and review a classroom initiative related to a goal for literacy improvement. This evaluation looked at evidence for student achievement in literacy as a result of the programme; necessary conditions for programme success; and school-based structures and processes supporting sustainable literacy improvement.

Author(s): Helen Timperley, Judy Parr and Raewyn Higginson

Date Published: June 2003

Teachers' Experiences in Curriculum Implementation: English, Languages, Science and Social Studies

Teachers' Experiences in Curriculum Implementation: English, Languages, Science and Social Studies This is the second of three National School Sampling Study reports. This initiative to investigate how teachers work with the curriculum began in 2001 and continued into 2003, as part of the Ministry of Education's Curriculum Stocktake. This report details teachers' experiences in teaching from the New Zealand national curriculum documents: English; Languages (Japanese, Spanish, Chinese, Korean and Samoan); Science; and Social Studies.

Author(s): Clive McGee, Alister Jones, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow and Karen Mackenzie

Date Published: February 2003

Category: English Medium

Report on the New Zealand National Curriculum, 2002 - Australian Council of Educational Research

Report on the New Zealand National Curriculum, 2002 - Australian Council of Educational Research As part of the New Zealand Curriculum Stocktake, the New Zealand Ministry of Education commissioned the Australian Council of Educational Research to prepare a commentary on the New Zealand National Curriculum. Sue Ferguson conducted the project as a commissioned consultant to ACER.

Author(s): Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow, Debbie Oliver, Sarah Tiakiwai and Karen MacKenzie

Date Published: 2003

Teachers' Experiences in Curriculum Implementation: General Curriculum, Mathematics and Technology

Teachers' Experiences in Curriculum Implementation: General Curriculum, Mathematics and Technology This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents

Author(s): Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow, Debbie Oliver, Sarah Tiakiwai and Karen MacKenzie

Date Published:

Curriculum Stocktake: National School Sampling Study - Teachers Experiences in Curriculum Implementation

Curriculum Stocktake: National School Sampling Study - Teachers Experiences in Curriculum Implementation The following documents comprise the published reports from the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, 2001-2003, undertaken to inform the Curriculum Stocktake. The reports detail teachers’ experiences in teaching from the New Zealand national curriculum documents: General curriculum, mathematics, and technology (2001); English, languages (Japanese, Spanish, Chinese, Korean and Samoan), science, and social studies (2002); General curriculum; health and physical education, and the arts (2003).

Author(s): Various

Date Published: Various

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