Key findings

Teacher characteristics

• New Zealand teachers of Year 5 students had relatively low levels of pre-service specialisation in mathematics and science compared to their international colleagues. However, they had received more professional development in mathematics but relatively less in science than their international colleagues.
• Many New Zealand teachers felt very well prepared to teach mathematics topics, with levels of confidence expressed similar to their international colleagues. They were, however, less confident in their preparation to teach science topics compared with mathematics topics and less confident in their preparation
  to teach science topics compared with their international colleagues.

Classroom characteristics

• Time spent teaching mathematics in New Zealand classrooms was similar to the international average and had increased slightly since 2002. However, time spent teaching science in New Zealand classrooms was much less than the international average and had decreased markedly since 2002.
• New Zealand Year 5 students were more likely to be asked to give explanations in every mathematics lesson in 2006 than in 2002.
• Compared with 2002, New Zealand Year 5 students in 2006 were less likely to be asked to do hands-on science, such as observe and describe natural phenomena or work together in small groups on experiments or investigations.

Classroom resources

• New Zealand teachers of Year 5 students reported less use of mathematics textbooks than their international counterparts.
• Science textbooks were rarely used in New Zealand, whereas in many other countries most teachers used them as a supplementary resource or as a primary basis for lessons.
• A lack of science laboratory equipment and materials was the resource most commonly seen as having an impact on instructional capability within New Zealand schools.

Teacher perceptions of school climate

• Students whose teachers reported a positive school climate generally had higher achievement in mathematics and science than those whose teachers were less positive.