A Study of In-school Facilitation in Two Teacher Professional Development Programmes
This report evaluates the in-school facilitation component of two projects, Te Kauhua and Te Kotahitanga.
Author(s): Rawiri Hindle, Meri Marshall, Joanna Higgins and Sandi Tait-McCutcheon
Date Published: October 2007
A Study of Students’ Transition from Primary to Secondary Schooling
This brochure provides an outline of the study, a summary of some key findings and implications, and a brief description of the reports on the study, including a third report due later this year.
Author(s): Research Division, Ministry of Education,
Date Published: September 2008
A Study of the Use of School Entry Assessment (SEA) in Schools
School Entry Assessment (SEA) is a tool designed to provide teachers with information about some of the knowledge and skills children have when they first begin school. SEA has been available for use in schools since 1997. In August 2001 a survey was undertaken to obtain an up-to-date picture of the extent to which new entrant teachers were using SEA, whether they were using the whole resource or only one or two of the three components, and whether they considered changes needed to be made to the SEA kit to improve its validity and usefulness. The report details the results from this survey.
Author(s): Sharon Dewar and Maree Telford
Date Published: 2003
Achievement at Māori Immersion and Bilingual Schools
The achievement patterns of candidates involved in Māori-medium education, and whether they differ from the general population, are of interest to many groups, including school communities and policy makers.
Author(s): Siobhan Murray
Date Published: Various
Advanced trade, technical and professional qualifications – identifying demand
Demand for people in the workplace with advanced skills is increasing. Having more people with advanced qualifications is one part of the solution. This report finds that the areas of study where there is high unmet demand for advanced qualifications include information technology, engineering, building and health.
Author(s): David Earle
Date Published: May 2008
Alternative Education: Literature Review and Report on Key Informants' Experiences
The overall purpose of this research was to collect a range of information about indicators of good practice and quality outcomes in alternative education programmes. The key areas the report addresses include the following: identification of the critical success factors/indicators of success in alternative education programmes; hallmarks of quality programmes and quality alternative education providers; and identification of what constitutes successful outcomes in alternative education programmes.
Author(s): Patricia O'Brien, Avril Thesing and Paul Herbert
Date Published: March 2006
An Evaluation of the CAS Pilot Project
This research was jointly funded by the Ministry of Education and the New Zealand Qualifications Authority. We particularly thank Geoff Gibbs and Steve Bargh for their interest, encouragement, and for including us in the professional development sessions.
Author(s): Alex Neill and Teresa Maguire
Date Published: 2006
An Evaluation of the CAS Pilot Project 2006-2007
This is the final report on the findings of the CAS project.
Author(s): Alex Neill & Teresa Maguire from New Zealand Council for Educational Research
Date Published: August 2008
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
An Evaluation of the Technical and Methodological Aspects of the School Entry Assessment Kit
School Entry Assessment (SEA) is an instrument designed to assess schools entrants' skills in early literacy, early numeracy, and oral language. It was first introduced in New Zealand schools in 1997. The primary purpose of SEA is to provide diagnostic data for teachers to use to improve student learning. The Australian Council for Educational Research was contracted by the Ministry of Education in 2001 to evaluate the technical and methodological aspects of SEA. The purpose of the evaluation was to provide information which would enhance the collation and analysis of SEA data. The results from this evaluation are contained in the following report.
Author(s): Prue Anderson, John Lindsey, Wolfram Schultz, Christian Monseur and Marlon Meiers
Date Published: 2004
An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes
This research identifies effective teacher practice for integrating commercially-produced readymade learning materials into classrooms to meet student learning needs. The research focused on practice with respect to literacy packages but the findings have resonance for other curriculum areas. The project investigated how low decile schools integrated five selected reading packages into their classroom reading programmes over two years, and identified effective practice around identifying and diagnosing student needs, selecting appropriate packages based on these needs, implementing the package and ongoing monitoring and evaluation. Sustainability was also considered.
Author(s): Judy Parr, Margaret Aikman, Earl Irving and Kathryn Glasswell
Date Published: February 2004
An Evaluation of Three Programmes in the Innovations Funding Pool
This project concerns evaluations of three programmes - Cool Schools, Kiwi Can and Tū Tangata - supported in 2002 from the Innovations Funding Pool. The main purpose of the evaluation is around the sustainability, adaptability and the transferability between schools of the programmes selected, and the extent to which and how the programmes have variously brought about positive (academic, social and behavioural) change for students, particularly those at risk of poor educational achievement.
Author(s): K. Murrow, E. Kalafatelis, M. Fryer, N. Ryan, A. Dowden, K. Hammond and H. Edwards
Date Published: 2004
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
Annual Monitoring of Reading Recovery
This is the home page for the Annual Monitoring of Reading Recovery publication series. Reading Recovery is an early literacy intervention designed to achieve two outcomes:
- to accelerate the reading and writing progress of students who have not made expected progress in learning to read and write after one year at school
- to identify the small number of students who will need further, ongoing literacy support.
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.
Date Published: Various
Assessing Student Swimming and Aquatic Skills
This study was co-sponsored by the Ministry of Education and Water Safety New Zealand (WSNZ). It was commissioned in response to several issues, including recent student drownings on school trips, media coverage about the cost of school pools, and changes to the physical education curriculum. The study looked at: * Year 6 teachers' perceptions about the level of swimming and water safety skills students have attained by Year 6 * the range of Year 6 teachers' knowledge in relation to swimming instruction * school arrangements to deliver the swimming component of the curriculum.
Author(s): AC Nielsen
Date Published: November 2001
Attendance and Absence in New Zealand Schools
This is the home page for the Attendance and Absence in New Zealand Schools publication series. These reports document the surveys of state and state integrated schools designed to capture student attendance and absence over one week.
Date Published: Various