Publications

English Medium Education

Māori student retention, completion and progression in tertiary education

Māori student retention, completion and progression in tertiary education This latest in a series of factsheets on Māori in tertiary education provides information about student loans among Māori students. In addition, an earlier factsheet on Māori participation in tertiary education is now updated with 2004 enrolment data.

Author(s): Tertiary Sector Performance & Analysis, Ministry of Education.

Date Published: August 2004


Category: English Medium

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

Evaluation of the Te Kauhua Māori Mainstream Pilot Project

Evaluation of the Te Kauhua Māori Mainstream Pilot Project Te Kauhua is a professional development pilot project which provides schools with opportunities to address Māori student achievement in mainstream settings. The evaluation identified common transformative processes which resulted in sustained professional growth amongst teachers.

Author(s): M. Tuuta, L. Bradnam, A. Hynds and J. Higgins with R. Broughton

Date Published: 2004


Category: English Medium

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

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

Pathways over the transition to schools: Studies in family literacy practices and effective classroom concepts for Māori and Pasifika children

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

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

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.

Author(s): Jan Hill and Kay Hawk, Institute for Professional Development and Educational Research, Albany Campus, Massey University.

Date Published: March 2000

Category: English Medium

Towards making achieving cool: Achievement in multicultural high schools (AIMHI)

Towards making achieving cool: Achievement in multicultural 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.

Author(s): Kay Hawk and Jan Hill, Educational Research and Development Centre (ERDC) and Massey University.

Date Published: December 1996


Category: English Medium

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