Publications

Literacy

The Adult Literacy and Life Skills (ALL) Survey: Headline Results and Background

The Adult Literacy and Life Skills (ALL) Survey: Headline Results and Background This fact-sheet provides the first headline results of the Adult Literacy and Life Skills (ALL) Survey together with some background information.

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

Date Published: December 2007

The Adult Literacy and Life Skills (ALL) Survey: Further Investigation

The Adult Literacy and Life Skills (ALL) Survey: Further Investigation This fact-sheet is a sequel to that entitled The Adult Literacy and Life Skills (ALL) Survey: Headline Results and Background.

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

Date Published: December 2007

The Adult Literacy and Life Skills (ALL) Study: An Introduction - Poster

The Adult Literacy and Life Skills (ALL) Study: An Introduction - Poster This poster is intended as an introduction to the ALL study. It seeks to explain the nature of the ALL study, its application, and how the ALL results will be presented. It contains none of the ALL results itself.

Author(s): Paul Satherley and Elliot Lawes, Research Division, Ministry of Education.

Date Published: September 2007

Processes of Reading Comprehension: A summary of the results from the Progress in International Reading Literacy Study (PIRLS) 2001

Processes of Reading Comprehension: A summary of the results from the Progress in International Reading Literacy Study (PIRLS) 2001 PIRLS examines three aspects of reading literacy: processes of comprehension, purposes for reading, and reading literacy behaviours and attitudes of middle primary students. The lead research team at Boston College undertook a research study in order to report achievement for the processes of reading comprehension. This summary presents an overview of the findings from their work with a focus on the New Zealand results.

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

Date Published: September 2005

Reading Achievement in New Zealand in 1990 and 2001: Results from the Trends in IEA's Reading Literacy Study

Reading Achievement in New Zealand in 1990 and 2001: Results from the Trends in IEA's Reading Literacy Study The aim of this report is to present a descriptive summary of similarities and differences between the achievement in reading literacy of New Zealand Year 5 students in 2001 and that of their counterparts in 1990. Year 5 students' achievement is examined in both a national and international setting with reference to the home and classroom context in which reading activities occur.

Author(s): Robyn Caygill and Megan Chamberlain

Date Published: September 2005

PISA 2000: Focus on low SES students' achievement in reading literacy:
Results from PISA 2000

PISA 2000: Focus on low SES students' achievement in reading literacy: <br>Results from PISA 2000 This report focuses on reading literacy of low SES 15-year-old students. Using information from the PISA 2000 study, this report reviews educational outcomes and examines the factors associated with high achievement among low SES students.

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

Date Published: November 2004

PISA 2000: Focus on Pasifika students achievement in reading literacy:
Results from PISA 2000

PISA 2000: Focus on Pasifika students achievement in reading literacy: <br>Results from PISA 2000 This report focuses on reading literacy of Pasifika 15-year-old students. Using information from the PISA 2000 study, this report reviews educational outcomes and examines the factors associated with high achievement among Pasifika students.

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

Date Published: September 2004

PISA 2000: Focus on Māori achievement in reading literacy:
Results from PISA 2000

PISA 2000: Focus on Māori achievement in reading literacy: <br>Results from PISA 2000 This report first reviews educational outcomes for Māori 15-year-olds drawing on the PISA 2000 study, and then focuses on reading literacy and the factors associated with high achievement among Māori students. By highlighting the differences between high and low achievers within the Māori population, this report should assist in identifying some of the factors associated with success for Māori in education. More PISA documents can be accessed from the PISA publication home page.

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

Date Published: September 2004

Category: English Medium

Progress in International Reading Literacy Study (PIRLS): New Zealand's Year 5 Student Achievement 2001

Progress in International Reading Literacy Study (PIRLS): New Zealand's Year 5 Student Achievement 2001 This document provides comprehensive national level information from New Zealand's participation in PIRLS in November 2001. As well as reporting achievement results for Year 5 students, it includes home, class, and school contextual information in both a national and international setting.

Author(s): Robyn Caygill and Megan Chamberlain

Date Published: 2004

PIRLS Summary Sheet

PIRLS Summary Sheet A summary sheet of New Zealand's Year 5 student achievement in the 2001 PIRLS assessment.

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

Date Published: December 2003

Reading Literacy in New Zealand: Final Results from PIRLS and the Repeat of the 1990-1991 Reading Literacy Study (10-Year Trends Study) for Year 5 Students

Reading Literacy in New Zealand: Final Results from PIRLS and the Repeat of the 1990-1991 Reading Literacy Study (10-Year Trends Study) for Year 5 Students This document is a summary of the final results from New Zealand's participation in the Progress in International Reading Literacy Study and the partial replication of the 1990-1991 IEA Reading Literacy Study (10-Year Trends Study). These studies involved Year 5 students and were administered in New Zealand in November 2001.

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

Date Published: April 2003

The sustainability of professional development in literacy: Part 2 School-based factors associated with high student achievement

The sustainability of professional development in literacy: Part 2 School-based factors associated with high student achievement This report examines the sustainability of professional development following the completion of an intensive course in literacy acquisition by teachers of Year One students and their literacy leaders in seven schools. The research on which it is based had two aims. The first was to examine the ways in which the professional development changed teachers’ expectations of student achievement over the period of the course. (The findings are reported in Part One of this report). The second aim was to examine issues of sustainability once the course had finished and the findings are reported here (Part Two).

Author(s): Helen S. Timperley and Joy Wiseman

Date Published: 2003

Category: English Medium

The sustainability of professional development in literacy: Part 1 Changing and sustaining teachers’ expectations through professional development in literacy

The sustainability of professional development in literacy: Part 1 Changing and sustaining teachers’ expectations through professional development in literacy This report forms Part One of the report to the participating schools and the Ministry of Education on the sustainability of professional development in literacy. It examines the ways in which teachers’ expectations of student achievement changed over the course of six months’ professional development in literacy, and how well those changed expectations were sustained over a period of 18 months. It sought to answer the question, “To what extent did the professional development impact on the participants’ expectations of students’ achievement and their own self-efficacy in impacting on that achievement?”. The summary report and Part 2 of this report can be found in the inset box in the top right hand corner of the screen.

Author(s): Helen Timperley, University of Auckland; Gwenneth Phillips, Child Literacy Foundation and Joy Wiseman.

Date Published: 2003

Category: English Medium

Shifting the focus: Achievement information for professional learning
A summary of the sustainability of professional development in literacy

Shifting the focus: Achievement information for professional learning<br />A summary of the sustainability of professional development in literacy

This publication is a summary of The Sustainability of Professional Development in Literacy, Parts 1 and 2, research commissioned by the Ministry of Education and led by Dr Helen Timperley, University of Auckland. The research was part of a much larger project, Strengthening Education in Mangere and Otara (SEMO), which aimed to raise achievement significantly for students in these two communities.

Author(s): Dr Helen Timperley, Joy Wiseman and Irene Fung, University of Auckland and Gwenneth Phillips, Child Literacy Foundation.

Date Published: 2003

Category: English Medium

Curriculum, Learning and Effective Pedagogy: A Literature Review in Science Education

Curriculum, Learning and Effective Pedagogy: A Literature Review in Science Education This review of research on effective science education is aimed at informing the broad area of "teaching and the dynamics of learning". The review covers the significant international and New Zealand research (including teacher research) on effective pedagogy and the links between student learning, curricula, pedagogy and assessment in science education across the compulsory sector.

Author(s): R Hipkins, R Bolstad, R Barker, A Jones, M Barker, A jones, M Barker, B Bell, R Coll, B Cooper, M Ferret, A Harlow, I Taylor, B France and M Haigh

Date Published: 2002

Adult Literacy in New Zealand: Results from the International Adult Literacy Survey

Adult Literacy in New Zealand: Results from the International Adult Literacy Survey Adult literacy is considered to be vital to the economic wellbeing of developed countries. The increasing complexity of our society and the need for a more flexible and highly-educated workforce mean that individuals need to be able to comprehend and apply information of varying difficulty from a range of sources to function effectively at work and in everyday life. Therefore, governments and international organisations are especially keen for some insight into any possible deficiencies in literacy and numeracy skills.

Author(s): Maurice Walker, Karl Udy and Nicholas Pole with assistance from Steve May, Glenn Chamberlain and Fiona Sturrock

Date Published: 1996

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