• Mathematics Support Teacher (MST) Programme 2014 School Research Overview Report

    The Mathematics Support Teacher (MST) programme started in 2012 as part of the Programmes for Students initiative . The MST programme provides release time for a teacher to work with groups of students with learning needs that require additional support to classroom teaching. The MST role is partly funded by the Ministry of Education.

    Author(s): Nicolette Edgar, Artemis Research. Report prepared for the Ministry of Education.

    Date Published: August 2016

  • Achievement Analysis 2014 Programmes for Students: Accelerating Learning in Literacy (ALL), Accelerating Learning in, Mathematics (ALiM), Mathematics Support Teacher (MST)

    This report presents a summary of student achievement analysis from Programmes for Students (PfS) 2014: Accelerating Learning in Mathematics (ALiM), Mathematics Support Teacher (MST) and Accelerating Learning in Literacy (ALL). The initiatives aim to accelerate progress of students below or well below the National Standards.

    Author(s): Analysis and Research, Ministry of Education.

    Date Published: August 2016

  • Programmes for Students 2012: Report on Three Evaluative Studies

    This report presents the findings of three evaluative studies looking at the 2012 Literacy and Mathematics: Programmes for Students. Programmes for Students (PfS) is a Ministry of Education initiative providing primary schools with teacher release time to work with students who are assessed as below or well below the National Standards in mathematics, reading or writing. PfS uses the expertise within the school to accelerate the progress of these students.

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

    Date Published: August 2016

  • 2015 Annual Evaluation Report for the Teach First NZ Programme

    This is the third annual evaluation report of the Teach First NZ programme pilot, delivered in partnership with the University of Auckland. It confirms that the Teach First NZ programme continues to be effectively and efficiently implemented. Teach First NZ and the University of Auckland’s Faculty of Education continue to find ways to strengthen the programme and to ensure it is well known and well supported. Participants are strong ambassadors for the programme, including the mission of reducing educational inequalities. Almost all participants have made a valued contribution in their school, have supported their students to engage and progress, and intend to stay in teaching, at least in the short-term.

    Author(s): Jo MacDonald, Jenny Whatman and Liesje Stevens, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

    Date Published: August 2016

  • Patterns of student progress in the Intensive Wraparound Service

    Intensive Wraparound Service (IWS) is designed for the small number of children and young people with highly complex and challenging behaviour, social or education needs, including those with an intellectual difficulty. IWS in New Zealand is a relatively new and rapidly evolving service that began in 2009/2010. In 2014, IWS aimed to support up to 285 students with a further 50 students being supported through a combined IWS/Severe Behaviour Initiative. This evaluation focused on the IWS-only students and was designed to contribute to the further development of IWS. It is part of a wider evaluation designed to provide the Ministry of Education and sector stakeholders with a fuller understanding of how three of the key PB4L initiatives-School-Wide (SW), Incredible Years: Teachers (IYT) and the Intensive Wraparound Service (IWS)-are being implemented in New Zealand.

    Author(s): Jacky Burgon, Melanie Berg and Nicole Herdina, New Zealand Council for Educational Research. Report for the Ministry of Education.

    Date Published: March 2016

  • Innovations in Partnership Schools Kura Hourua

    The Ministry of Education has a clear focus on improving student achievement, and employs a range of approaches to support the sector’s efforts, including provision of strategic leadership, resources, and targeted interventions. Partnership Schools | Kura Hourua (PSKH) is a new policy that provides an innovative addition to this mix.

    Author(s): Martin, Jenkins & Associates. Report for the Ministry of Education.

    Date Published: Ocotober 2015

  • Insights for Teachers: How teachers and principals of Year 7-10 students use their time

    This is the second 'Insights for Teachers' focusing on TALIS.

    In this 'Insights for Teachers' we report on the activities of New Zealand teachers and principals, and the high levels of job satisfaction they reported in the OECD Teaching and Learning International Survey (TALIS).

    TALIS asked Year 7-10 teachers how they spent their time for a randomly chosen Year 7-10 class from their current timetable and how much work time they spent on various activities in a recent week. Their principals were asked about how they divided their time over a school year.

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

    Date Published: September 2015

  • 2014 Annual Evaluation Report for the Teach First NZ Programme

    This report is the second annual evaluation report for the Teach First NZ pilot programme. The first report focused on the programme’s first year, Cohort 13. This second report focuses on Year 2 for Cohort 13 and Year 1 for Cohort 14.

    Author(s): Jenny Whatman, Jo MacDonald and Liesje Stevens, New Zealand Council of Education Research. Report for the Ministry of Education.

    Date Published: September 2015

  • 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.

    Author(s): Various

    Date Published: Various

  • 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

  • How does New Zealand's education system compare? OECD's Education at a Glance 2014

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2014 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report mostly relates to education in 2012.

    Author(s): David Scott, Ministry of Education.

    Date Published: November 2014

  • 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. Report prepared for the Ministry of Education.

    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. Reading Recovery is an early literacy intervention designed to achieve two outcomes:

    1. 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
    2. 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.

    Author(s): Various

    Date Published: Various

  • How does New Zealand's education system compare? OECD's Education at a Glance 2013

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2013 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report mostly relates to education in 2011.

    Author(s): David Scott, Ministry of Education.

    Date Published: September 2013

  • 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

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