English-medium Education

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

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

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 of this study 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). Two issues related to sustainability were examined. These included the trends in student achievement over all participating schools over three years, and the school-based factors that were associated with sustainability because it is these that exert the major influence on teacher implementation of new practices (Cohen & Ball, 1999; Darling-Hammond, 1997; Goodlad, 1984; Robertson & Allan, 1999). The summary report and Part 1 of this report can be found in the inset box in the top right hand corner of the screen.

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

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, Gwenneth Phillips 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 - Parts 1 and 2

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. The two full reports (Part 1-Changing and Sustaining Teachers' Experiences through Professional Development in Literacy, Part 2-School-Based Factors Associated with High Student Achievement) can be found in the inset box in the top right hand corner of the screen.

Author(s): Helen Timperley, Gwenneth Phillips, Joy Wiseman and Irene Fung

Date Published: 2003

Category: English Medium

Pathways Over the Transition to Schools: Studies in Family Literacy Practices and Effective Classroom Concepts for Māori and Pasifika Children

Two outcomes of research and development are described in this report. One is the development of a set of resources suitable for family literacy education. The second is a set of research goals involving Māori and Pasifika families.

Author(s): Lavinia Turoa, Ema Wolfgramm, Lonise Tanielu and Stuart McNaughton, Auckland UniServices Limited.

Date Published: January 2002

Category: English Medium

Picking up the Pace

This research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants. Picking up the Pace was a component of the Early Childhood Primary Links via Literacy (ECPL) Project which was part of a much broader project, Strengthening Education in Mangere and Otara (SEMO), which aimed to raise achievement significantly among students in these two communities.

Author(s): Gwenneth Phillips, Stuart McNaughton, Shelly MacDonald and Michael Keith, Ministry of Education.

Date Published: January 2002

Category: English Medium

Making a Difference in the Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools

The AIMHI Project is a School Support initiative set up to raise the achievement of Māori and Pacific Island students in eight low decile secondary schools. The project began in 1996 and since that time major collective and individual school developments have been undertaken. Alongside this programme of development, there have been a number of research activities. In 1996, a baseline report identified the factors that influence achievement for these students. A mid-project report was prepared in 1998, evaluating the progress being made by the schools and the AIMHI group as a whole. In 1999 the researchers were commissioned to constructively critique actual teaching practice by identifying effective teaching and learning strategies used in the classrooms of teachers in the AIMHI schools.

Author(s): Jan Hill and Kay Hawk

Date Published: March 2000

Category: English Medium

Towards Making Achieving Cool: Achievement in Multi Cultural High Schools (AIMHI)

Eight decile one schools with high ratios of Pacific Island students were selected to be part of a developmental project called AIMHI.

Please Note: The AIMHI school listings can be downloaded at the bottom of this webpage.

Author(s): Kay Hawk and Jan Hill

Date Published: December 1996

Category: English Medium