• Insights for Teachers: A profile of teachers who teach Year 7-10 students and their principals

    In this 'Insights for Teachers' we report on the first New Zealand findings from the OECD Teaching and Learning International Survey (TALIS).

    TALIS asks teachers who teach students in any of Years 7, 8, 9 or 10, and their principals, about the conditions that contribute to their learning environments: their work, their schools and their classrooms.

    Author(s): Chris Cockerill, Debra Taylor and Nicola Marshall, Evidence, Data and Knowledge, Ministry of Education.

    Date Published: July 2015

  • TELA Laptops Scheme School Survey 2013

    This report outlines the results of the TELA Laptops Scheme School Survey for 2013. This survey was conducted in order to determine whether the current products offered by the TELA Scheme are meeting user needs and to examine the quality of support services schools receive from Telecom Rental.

    Author(s): Emanuel Kalafatelis, Katrina Magill and Hayley Stirling, Research New Zealand.

    Date Published: July 2014

  • International Capabilities: A summary report for schools

    This a summary report for schools, drawn from research and analysis by the Ministry of Education and an explorative study completed by the New Zealand Council for Educational Research into international capabilities for students in New Zealand schools.

    Author(s): International Division, Ministry of Education.

    Date Published: July 2014

  • Measuring New Zealand students' international capabilities: An exploratory study

    This exploratory study considers the feasibility of measuring New Zealand senior secondary (Years 12/13) students' "international capabilities". Building on background work undertaken by the Ministry's International Division, the methodology had three components. Analysis of New Zealand and international literature pertinent to assessment of international capabilities was undertaken. Small-group workshops were conducted with 13 secondary school staff, 21 senior secondary students, and 10 professionals with relevant expertise and perspectives about expression of international capabilities in post-school life. The third component was a visit to the Australian Council for Educational Research (ACER) to discuss similar assessment challenges in their work.

    Author(s): Rachel Bolstad, Rosemary Hipkins and Liesje Stevens, New Zealand Council for Educational Research.

    Date Published: July 2014

  • 2013 Annual Evaluation Report for the Teach First NZ programme pilot delivered in partnership with the University of Auckland

    This evaluation’s main purpose is to understand how well the programme has been implemented and to what extent it has achieved its objectives. The key evaluation questions are:

    1. How well (effectively and efficiently) has the programme been implemented?
    2. To what extent has the programme achieved its overall outcomes and objectives?

    To answer the evaluation questions the evaluators developed a set of evaluation criteria in consultation with the Ministry and the Teach First NZ partnership. Our key findings are provided for each of the evaluation questions in relation to these criteria.

    Author(s): Jenny Whatman, Marie Cameron, Liesje Stevens and Lorraine Spiller, New Zealand Council for Educational Research.

    Date Published: June 2014

  • Annual Monitoring of Reading Recovery

    This is the home page for the Annual Monitoring of Reading Recovery publication series.

    As part of the continuing evaluation of the implementation of Reading Recovery, schools with Reading Recovery are asked to provide information for the Ministry of Education on an annual basis. This information is used to examine trends in the delivery of Reading Recovery and the progress of students, and to assist the Ministry in developing policies regarding literacy.

    Click here to go to the report index below.

    Author(s): Various

    Date Published: Various

  • National Education Network Trial Extension: Evaluation Report

    This report summarises the findings from the evaluation of the National Education Network Trial Extension (NEN Trial). It focuses on changes to teachers’ practices and the learning experiences of their students as a result of their school’s participation in the NEN Trial from July 2011 through to July 2012. Findings reported include respondent perceptions of the impact of the NEN Trial, their confidence, attitudes and values regarding digital technologies, the professional development they have experienced and the use of digital technologies in teaching and learning.

    Author(s): Lorrae Ward (PhD) with the support of Patrick Marentette and Kane Meissel, Cyperus Limited.
    Report prepared for the Ministry of Education.

    Date Published: June 2013

  • School ICT Infrastructure Survey

    The School ICT Infrastructure Survey provides information about the current state of ICT infrastructure in New Zealand schools, how they are currently using technology and what they would find valuable in terms of content and services to enhance teaching and learning.

    Author(s): Schools Infrastructure Group, Ultra-fast Broadband in Schools, Ministry of Education.

    Date Published: April 2013

  • Evaluative study of co-located schools established following the Christchurch earthquake

    The key purposes of this study were to describe the co-location arrangements made by the schools in Christchurch following the earthquake and to identify the impact to date (August 2011) of co-location on students families teachers and schools.

    Author(s): Vince Ham, Gina Cathro, Michael Winter and Josephine Winter, CORE Education Limited.

    Date Published: December 2012

  • Evaluation of Literacy and Mathematics Additional Learning Programmes for Students 2011

    This research report outlines the findings of an evaluation of the Literacy and Mathematics: Programmes for Students 2011, a Ministry of Education initiative to provide additional teacher time to enable selected schools to organise programmes for students who were assessed as ‘below’ or ‘well below’ the National Standards in mathematics, reading or writing. This initiative allowed a primary or intermediate school to design programmes in mathematics, reading or writing for a group of students to work intensively with a selected teacher.

    Author(s): Bronwen Cowie, Clive McGee, Mira Peter, Merilyn Taylor and Junjun Chen, University of Waikato.

    Date Published: November 2012

  • National Standards: School Sample Monitoring & Evaluation Project 2011

    This is the fourth report from the National Standards School Sample Monitoring and Evaluation Project 2010-2013, a three year project on National Standards implementation in a representative sample of schools.

    Looking at the extent to which National Standards were operating as intended in 2011, the project focused on Overall Teacher Judgments (OTJs), reporting to parents, reporting to the board of trustees through student achievement targets and identifying students for intervention. In mid-2011 the project team interviewed principals, and collected copies of schools’ student achievement targets and analysis of variance reports. At the end of 2011 they collected OTJs for students from the sample schools, as well as a sample of students’ end-of-year reports. There were also surveys of groups of teachers, principals, and board of trustees' chairpersons. The teacher survey used assessment scenarios to collect information about teachers’ judgments using the National Standards.

    Author(s): Jenny Ward and Gill Thomas, Maths Technology Limited

    Date Published: September 2012

  • National Standards: Survey of Parents and Whānau 2011

    This is the third report from the National Standards School Sample Monitoring and Evaluation Project 2010-2013, a three year project on National Standards implementation in a representative sample of schools.

    Describing results from a survey of parents and whānau, this report focuses on how schools use information from National Standards to report to and communicate with parents and whānau. The survey was designed to collect information about the extent to which parents and whānau understand the information in their child’s report about their achievement in relation to National Standards and the ways in which families can support learning at home. Consistent with this aim, the views described in this report represent the ways in which parents and whānau have interpreted end-of-year reports rather than an objective analysis of report content. Differences between these perspectives and the findings of a direct analysis of reports are identified.

    Author(s): Gill Thomas and Jenny Ward, Maths Technology Limited.

    Date Published: September 2012

  • Parents, families and whānau and their information needs

    This report describes the main findings from research that provides valuable, in-depth insights about the information and communication needs of parents, families and whānau when they are:

    • choosing a school for their child
    • seeking information about their child’s school so that they can assess and compare their child’s learning progress and achievement with other students at the same level, and know how to ask appropriate questions
    • determining their individual child’s learning, progress, achievement, next learning steps and wellbeing.

    The research involved six focus group discussions targeting particularly Māori and Pasifika parents, families and whānau of Years 1 to 8 and Years 9 to 13 students. Focus groups had 7 to 10 participants each and participants’ children attended low to mid-decile (1-5) schools in either Wellington or Auckland. As well as the focus groups, 64 parent participants from across the country contributed to an online forum.

    Author(s): Colmar Brunton. Report for the Ministry of Education

    Date Published: September 2012

  • Supporting future-oriented learning and teaching - a New Zealand perspective

    This research project draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education. The report discusses some emerging principles for future learning, how these are currently expressed in New Zealand educational thinking and practice and what they could look like in future practice.

    Author(s): Rachel Bolstad and Jane Gilbert, with Sue McDowall, Ally Bull, Sally Boyd and Rosemary Hipkins [New Zealand Council for Educational Research]

    Date Published: June 2012

  • Learning More about Support Staff in Schools: Results from Surveys of Principals & Support Staff Members

    This research report presents results from surveys of principals and school support staff members carried out in late 2010 in a random sample of schools. It complements an earlier report School Support Staff: Collectively Making Resources Count (May 2011), produced by the Support Staff Working Group. The Working Group was established as a shared initiative between the New Zealand School Trustees Association (NZSTA), the New Zealand Educational Institute Te Riu Roa (NZEI), and the Ministry of Education. Through a process of consultation and research this tripartite Working Group sought, among other things, to 'identify and assess whether there are potential workforce issues which are seen to hinder the effective use of support staff'.

    Author(s): Research Division

    Date Published: December 2011

  • An Evaluation of the Language & Culture Immersion Experiences for Teachers Programmes: Their Impact on Teachers and their Contribution to Effective Second Language Learning

    This report was commissioned in 2008 by the Ministry of Education to determine the effectiveness of the language and culture immersion experiences for teachers on Language and Culture Immersion Experiences (LCIE) programmes. This report provides recommendations which will inform future language and culture immersion initiatives and assist with our long term planning for languages support and delivery. It covers a research period from 2005 to 2009.

    Author(s): AUT University

    Date Published: August 2011

  • National Standards: School Sample Monitoring & Evaluation Project 2010

    This is the second report from the National Standards School Sample Monitoring and Evaluation Project 2010-2013, a three year project on National Standards implementation in a representative sample of schools.

    This report covers implementation in sample schools during 2010 and describes the extent to which National Standards were operating as intended. It summarises key findings for the two major areas of focus for the study in 2010 – Overall Teacher Judgments (OTJs), and reporting to parents, families, and whānau. The report also summarises perspectives of principals and boards of trustees. Data includes OTJs of students’ achievement in relation to the National Standards, copies of students’ end-of-year reports, and survey data from principals, teachers, and Board of Trustees chairpersons.

    Author(s): Gill Thomas and Jenny Ward, Maths Technology Limited.

    Date Published: August 2011

  • School Support Staff - Collectively Making Resources Count

    In this project, the Support Staff Working Group’s brief was to consider what could be done, within current school management and funding arrangements, to optimise the efficiency and effectiveness of the support staff workforce in contributing to learning outcomes for students. Current policy setting with regard to the funding of support staff was outside the terms of reference for this project.

    This report of the Working Group is centrally about the characteristics of support staff in New Zealand schools and about management capability and practices in schools with respect to the employment of support staff.

    Author(s): Education Workforce, Schooling

    Date Published: July 2011

  • OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes

    In 2010 New Zealand participated in the Organisation for Economic Co-operation and Development (OECD) Review on Evaluation and Assessment Frameworks for Improving School Outcomes. The purpose of the review was to explore how systems of evaluation and assessment can be used to improve outcomes in primary and secondary schooling.

    Author(s): Ministry of Education

    Date Published: April 2011

  • Provision of School Support Services — an evaluation

    This report presents the findings from an evaluation of the provision of School Support Services (SSS). This multi-year evaluation of the provision of SSS was initiated to inform decisions and considerations about future professional learning and development provision.

    Author(s): Meenakshi Sankar & Fleur Chauvel - [MartinJenkins]

    Date Published: April 2011

1 2 3 4 5 6 7 8 9 10