Publications

Curriculum

A Constellation of Prospects: A Review of STAR (the Secondary-Tertiary Alignment Resource)

A Constellation of Prospects: A Review of STAR (the Secondary-Tertiary Alignment Resource) The aim of the Secondary Tertiary Alignment Resource (STAR) programme is to enable schools to facilitate smooth transition and access from schooling to assists student transition to further education or employment. This evaluation of STAR was undertaken to provide sound information on the operation of STAR in schools and gather the views of key stakeholders (students, teachers, tertiary providers and industry/employers) on how successfully STAR achieves its aims. It also identified and collected data on outcome measures that could help assess how successfully STAR is meeting its objectives.

Author(s): Karen Vaughan and Natasha Kenneally

Date Published: 2003

A Study of the Use of School Entry Assessment (SEA) in Schools

A Study of the Use of School Entry Assessment (SEA) in Schools School Entry Assessment (SEA) is a tool designed to provide teachers with information about some of the knowledge and skills children have when they first begin school. SEA has been available for use in schools since 1997. In August 2001 a survey was undertaken to obtain an up-to-date picture of the extent to which new entrant teachers were using SEA, whether they were using the whole resource or only one or two of the three components, and whether they considered changes needed to be made to the SEA kit to improve its validity and usefulness. The report details the results from this survey.

Author(s): Sharon Dewar and Maree Telford

Date Published: 2003

Teaching of International Languages in New Zealand Schools in Years 7 and 8: An Evaluation Study

Teaching of International Languages in New Zealand Schools in Years 7 and 8: An Evaluation Study The Ministry of Education provides support to teachers and students of International Languages Education in years 7 and 8 through: - regional advisers of International Languages - International Languages Series (ILS) Curriculum Materials - the Second Language Learning Proposals Pool, years 7-10. This research looks at the extent to which this support meets the languages learning needs of teachers, students and schools. It also provides a literature review of effective delivery characteristics for international languages and recommends ways that Ministry support can be strengthened.

Author(s): Colin Gibbs and Ron Holt

Date Published: 2003

Curriculum Stocktake Report to Minister of Education, September 2002

Curriculum Stocktake Report to Minister of Education, September 2002 This is a report from the Ministry of Education to the Minister and Associate Minister of Education. IT IS NOT A STATEMENT OF GOVERNMENT POLICY. A Curriculum Stocktake project paper was considered by Cabinet early in 2003. The curriculum stocktake report analyses the recent New Zealand curriculum reform experience in terms of: * the appropriateness of the New Zealand curriculum and te marautanga o Aotearoa in the current educational, social and economic climate * the purposes of these curricula * the quality of these curricula in contributing to improved student outcomes, meeting the expectations of a range of stakeholders and against comparable international curricula. Published: September 2002

Author(s): Ministry of Education

Date Published: September 2002

Preventing Negative Matthew Effects in At-Risk Readers: A Retrospective Study

Preventing Negative Matthew Effects in At-Risk Readers: A Retrospective Study This study is part of the project "An Investigation of Language-Related and Cognitive-Motivational Factors in Beginning Literacy Achievement". Data were collected from students during 1996 and 1997, and compared with the performances of students from the same schools involved in an earlier longitudinal study that ran from 1993 to 1995. Author: William Tunmer, James Chapman and Jane Prochnow Published: June 2002

Author(s): William Tunmer, James Chapman and Jane Prochnow

Date Published: June 2002

The Structure of Relationships between Language-Related Factors, Achievement-Related Beliefs, Gender and Beginning Reading Achievement: Final Report - Phase II June 2002

The Structure of Relationships between Language-Related Factors, Achievement-Related Beliefs, Gender and Beginning Reading Achievement: Final Report - Phase II June 2002 Based on an examination of data gathered in a longitudinal study that ran from 1993 to 1995, the specific aims of the project were: to investigate the role of language and motivational factors in beginning literacy development, with particular emphasis on determining the specific language-related factors at school entry that place some children at risk for failure; to work with new entrants teachers to adapt, deve

Author(s): William E. Tunmer, James W. Chapman and Jane E. Prochnow

Date Published: June 2002

New Zealand Stocktake: an international critique - National Foundation for Educational Research (UK)

New Zealand Stocktake: an international critique - National Foundation for Educational Research (UK) 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): Joanna Le Métais

Date Published: February 2002

Educators' use of the Online Learning Centre (Te Kete Ipurangi) 1999-2001

Educators' use of the Online Learning Centre (Te Kete Ipurangi) 1999-2001 Te Kete Ipurangi (TKI) is a web site giving teachers and principals access to teaching, education information, and communication with colleagues. This evaluation of TKI looked at the effectiveness of the site in meeting the needs of teachers and principals in terms of its key functions of providing with: * quality teaching and learning resources, * information on educational issues and developments, * opportunities for interaction with colleges in public or private areas of the site around common interest areas.

Author(s): Vince Ham and Derek Wenmoth, Christchurch College of Education.

Date Published: 2002

PISA 2000: The New Zealand context

PISA 2000: The New Zealand context The New Zealand context to the PISA 2000 study is the focus of this report, published in August 2002. The performance of sub-groups of 15-year-olds is examined with particular emphasis on boys and girls and different ethnic groupings. Factors associated with achievement including attitudes to learning, the school and family environment are examined in the report.

Author(s): Fiona Sturrock and Steven May

Date Published: 2002

PISA 2000: Overview of selected New Zealand findings

PISA 2000: Overview of selected New Zealand findings The Overview focuses on information taken from the full report in areas where teachers and families can respond to students' different learning needs. It also captures what their principals said about the schools they attend.

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

Date Published: 2002

What makes for effective teacher professional development in ICT?

What makes for effective teacher professional development in ICT?

Since 1999, the Ministry of Education has provided funding for clusters of schools to develop three year ICT professional development programmes for their teachers. 23 clusters were initially approved in 1999. This evaluation of the initial clusters between 1999 and 2001 focused on:

  • assessing the ingredients for successful cluster models of ICT teacher professional development;
  • the effects of the professional development on classroom teaching and student learning;
  • wider school effects of the professional development such as planning and administration.

Author(s): Vince Ham, with Alison Gilmore, Annelise Kachelhoffer, Donna Morrow, Peter Moeau and Derek Wenmoth, Christchurch College of Education.

Date Published: 2002

Review of future-focused research on teaching and learning

Review of future-focused research on teaching and learning This Review is based upon information retrieved from the world wide web about recently completed or on-going large-scale international research initiatives which are future-focused and specifically about teaching and learning. The Review has two parts - a report and an annotated bibliography. The report identifies, discusses and evaluates major themes and patterns to emerge from the material retrieved. It also discusses the state of the futures field in education, considers some key policy issues and suggests some areas for further research. The annotated bibliography contains 97 individual template entries organised by theme. The appendices provide a comprehensive listing of all major web-sites visited and the supplementary material reviewed. Indexes at the end organise the templates by major theme and by country or region.

Author(s): John Codd, Mark Brown, John Clark, Jan McPherson, Helen O'Neill, John O'Neill, Hine Waitere-Ang and Nick Zepke, Institute for Professional development and Educational Research Massey University College of Education.

Date Published: 2002

PISA 2000: Assessing knowledge and skills for life: New Zealand Summary Report

PISA 2000: Assessing knowledge and skills for life: New Zealand Summary Report Published in December 2001, this report is a summary of the international results that focuses on the achievement of New Zealand students.

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

Date Published: December 2001

Feedback from Schools on the Draft Document French in the New Zealand Curriculum: A Research Report

Feedback from Schools on the Draft Document French in the New Zealand Curriculum: A Research Report In February 2001, draft national curriculum guidelines for French were released for discussion and comment. To provide information on how well the draft guidelines assist and support teachers in the planning and delivery of effective French language programmes, a survey of schools which offered French in 2000 was undertaken. The main aim of the research was to obtain feedback from schools on the draft guidelines "French in the New Zealand Curriculum" to contribute to the writing of the final document. This report outlines the key findings of this research.

Author(s): Jacqui Kerslake & Maree Telford [Ministry of Education]

Date Published: November 2001

Assessing Student Swimming and Aquatic Skills

Assessing Student Swimming and Aquatic Skills This study was co-sponsored by the Ministry of Education and Water Safety New Zealand (WSNZ). It was commissioned in response to several issues, including recent student drownings on school trips, media coverage about the cost of school pools, and changes to the physical education curriculum. The study looked at: * Year 6 teachers' perceptions about the level of swimming and water safety skills students have attained by Year 6 * the range of Year 6 teachers' knowledge in relation to swimming instruction * school arrangements to deliver the swimming component of the curriculum.

Author(s): AC Nielsen

Date Published: November 2001

Feedback from Schools on the Draft Document German in the New Zealand Curriculum: A Research Report

Feedback from Schools on the Draft Document German in the New Zealand Curriculum: A Research Report In February 2001, draft national curriculum guidelines for German were released for discussion and comment. To provide information on how well the draft guidelines assist and support teachers in the planning and delivery of effective German language programmes, a survey of schools which offered German in 2000 was undertaken. The main aim of the research was to obtain feedback from schools on the draft guidelines "German in the New Zealand Curriculum" to contribute to the writing of the final document. This report outlines the key findings of this research.

Author(s): Jacquie Kerslake and Maree Telford

Date Published: November 2001

School Entry Assessment: June 1997-Dec 2000

School Entry Assessment: June 1997-Dec 2000 To achieve early success at school, a child needs to link what is being taught with past experiences and existing knowledge, understandings and skills. Teachers help children to make these links by learning about each child through observation and assessment, and by designing programmes that enable the child to use existing understandings and skills as they participate in the classroom programme.

Author(s): Di Davies

Date Published: 2001

Explaining and Addressing Gender Differences in the New Zealand Compulsory School Sector

Explaining and Addressing Gender Differences in the New Zealand Compulsory School Sector This review was commissioned by the Ministry of Education to explain gender differences in compulsory education during the period 1989-1999. It has a particular focus on primary, Māori and Pacific students, and disparities by gender in participation, achievement and social outcomes. The review explores assessment patterns for each of the seven curriculum areas and considers available research in the light of these patterns. Over 450 studies are reviewed

Author(s): Adrienne Alton-Lee, Angelique Praat

Date Published: 2000

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