Publications

Initial Teacher Education

Initial Teacher Education This is the home page for the Initial Teacher Education publication series. See below for a general description of the publication or follow one of the links to view the publication.

Author(s): Various

Date Published: Various

Reading Achievement in New Zealand in 1990 and 2001: Results from the Trends in IEA's Reading Literacy Study

Reading Achievement in New Zealand in 1990 and 2001: Results from the Trends in IEA's Reading Literacy Study The aim of this report is to present a descriptive summary of similarities and differences between the achievement in reading literacy of New Zealand Year 5 students in 2001 and that of their counterparts in 1990. Year 5 students' achievement is examined in both a national and international setting with reference to the home and classroom context in which reading activities occur.

Author(s): Robyn Caygill and Megan Chamberlain

Date Published: September 2005

Pacific Islands School Community Parent Liaison Project Case Study

Pacific Islands School Community Parent Liaison Project Case Study The purpose of the PISCPL project is to encourage a closer relationship between Pacific Islands communities and schools and to improve and increase Pacific Islands student achievement across the curriculum. The Pacific Islands School Community Parent Liaison Project Case Study examines the relationship between schools and Pacific Island communities and student achievement in a cluster of four schools.

Author(s): Ruth Gorinski

Date Published: September 2005

Parent Mentoring Initiative Evaluation

Parent Mentoring Initiative Evaluation Image of PublicationParent Mentoring Initiative Evaluation The Parent Mentoring Initiatives is the forming of relationships between parents and school that enables both parties to contribute more effectively to the education and achievement of students. The evaluation is to assess the effectiveness of Parent Mentoring programmes and to explore the effect they have on student achievement.

Author(s): Ruth Gorinski

Date Published: September 2005

Shifting Balances 2 - The impact of the NCEA Implementation on the Teaching of Geography and Home Economics

Shifting Balances 2 - The impact of the NCEA Implementation on the Teaching of Geography and Home Economics This research was funded by the Ministry of Education, as was the first round of Shifting Balances on which it builds.

Author(s): Rosemary Hipkins, Lindsey Conner and Alex Neill

Date Published: August 2005

Teacher Census

Teacher Census In September 2004 the Ministry of Education undertook a survey of all teachers in state and state integrated schools. The Ministry would like to thank teachers who participated in the 2004 Teacher Census. The information collected by the Teacher Census provides valuable input into planning and policy development of issues affecting the teaching profession.

Author(s): Demographic and Statistical Analysis Unit, Data Management and Analysis Division, Ministry of Education

Date Published: June 2005

The Impact of Family and Community Resources on Student Outcomes: An Assessment of the International Literature with Implications for New Zealand

The Impact of Family and Community Resources on Student Outcomes: An Assessment of the International Literature with Implications for New Zealand This review, which is one of the literature reviews commissioned as part of the Strategic Research Initiative, examines the impact of family and community resources on student outcomes. It includes international and New Zealand research. In terms of family environment, the review examined various factors which are thought to impact on student outcomes. The review also looked at parental involvement in schools, the impact of genetic influences on student outcomes and the role of peer effects in schools and classrooms.

Author(s): Thomas Nechyba; Patrick McEwan, and Dina Older-Aguila, Stanford University

Date Published: June 2005

The Effects of Curricula and Assessment on Pedagogical Approaches and on Educational Outcomes

The Effects of Curricula and Assessment on Pedagogical Approaches and on Educational Outcomes This review analyses the literature on the effects of curricula and assessment on pedagogical approaches and educational outcomes, i.e. student achievement. The review looks at whether there are differences between mandated or local curricula in terms of their impact on teaching practice and student learning. It also examines the effects of different assessment regimes including national or state-wide testing, on student learning. It focuses particularly on the role of formative assessment. International and New Zealand research are examined.

Author(s): Malcolm Carr, Clive McGee, Alister Jones, Elizabeth McKinley, Beverley Bell, Hugh Barr and Tina Simpson

Date Published: June 2005

Interventions for Refugee Children in New Zealand Schools: Models, Methods, and Best Practice

Interventions for Refugee Children in New Zealand Schools: Models, Methods, and Best Practice This review looks at different models, methods and best practice for intervening with refugee children in New Zealand schools. It examines the literature on refugee trauma, loss and grief and second language concerns, resilience, issues of migration, school and teacher effects, and conceptual and policy issues. It also discusses a range of best practices for refugee children within schools.

Author(s): Richard J. Hamilton, Angelika Anderson, Kaaren Frater-Mathieson, Shawn Loewen and Dennis W. Moore

Date Published: 2005

Digital Opportunities Pilot Projects

Digital Opportunities Pilot Projects This page provides evaluations of the Digital Opportunities Pilot Projects (2001-2003)

Author(s): Various

Date Published: Various

Hui Taumata 2005: Māori in Early Childhood Education and Schools

Hui Taumata 2005: Māori in Early Childhood Education and Schools This analysis of trends in Māori in early childhood education and schools was commissioned for Hui Taumata 2005.

Author(s): Siobhan Murray and Amy Galvin, Education Information and Analysis, Ministry of Education.
Commissioned for the Hui Taumata Steering Committee.

Date Published: January 2005



Category: Māori & English Medium

Report on Secondary Teacher Workload Study

Report on Secondary Teacher Workload Study This research, carried out by the Australian Council for Educational Research (ACER) in 2004, looks at the hours worked, the kinds of work performed and the manageability of that work, for principals, middle managers and teachers in New Zealand secondary schools. This study was a recommendation of the Ministerial Taskforce on Secondary Teacher Remuneration which reported in 2003. The research was commissioned by the Ministry of Education.

Author(s): Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis, Helena Barwick, Imelda Carthy and Jenny Wilkinson

Date Published: 2005

Whaia te iti Kahurangi: NZCER Evaluation

Whaia te iti Kahurangi: NZCER Evaluation NZCER was contracted by the partners in Whaia te iti Kahurangi (Te Runanga o Ngati Porou and the Ministry of Education) to undertake a formative evaluation of the initiative. Whaia te iti Kahurangi (WTIK) is aimed at improving student achievement in Ngati Porou East Coast schools. The evaluation found that significant progress had been made.

Author(s): Cathy Wylie and Vyletta Arago-Kemp

Date Published: 2004


Category: Māori & English Medium

TIMSS 2002/03: Mathematics and Science Achievement in New Zealand:
Year 9 Summary Report

TIMSS 2002/03: Mathematics and Science Achievement in New Zealand: <br>Year 9 Summary Report The Trends in International Mathematics and Science Study, 2002-2003 (TIMSS-02/03) is the third cycle of this international study of mathematics and science achievement conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). The study was administered in New Zealand and other Southern Hemisphere countries in late 2002 and in Northern Hemisphere countries in early 2003. The study involved students equivalent to New Zealand’s Year 5 and Year 9 students from 25 and 46 countries respectively. This report presents some of the main results for New Zealand at the Year 9 level, placed in an international context.

Author(s): Comparative Education Research Unit, Ministry of Education

Date Published: December 2004

PISA 2003: Learning for tomorrow's world: New Zealand Summary Report

PISA 2003: Learning for tomorrow's world: New Zealand Summary Report PISA 2003, the second cycle of a three-yearly survey of 15-year-olds in over 40 countries, concentrates on three key areas of knowledge and skills: reading literacy, mathematical literacy and scientific literacy. This cycle concentrated on mathematical literacy.

Author(s): Comparative Education Research Unit, Ministry of Education

Date Published: December 2004

PISA 2000: Focus on low SES students' achievement in reading literacy:
Results from PISA 2000

PISA 2000: Focus on low SES students' achievement in reading literacy: <br>Results from PISA 2000 This report focuses on reading literacy of low SES 15-year-old students. Using information from the PISA 2000 study, this report reviews educational outcomes and examines the factors associated with high achievement among low SES students.

Author(s): Comparative Education Research Unit, Ministry of Education

Date Published: November 2004

Evaluation of the Introductory Professional Development Programme for Teacher Aides/Kaiawhina: Supporting Teachers of Students with Special Education Needs

Evaluation of the Introductory Professional Development Programme for Teacher Aides/Kaiawhina: Supporting Teachers of Students with Special Education Needs This report presents findings of an evaluation of the nationwide Introductory Professional Development Programme for teacher aides/kaiāwhina working with students with special educational needs, funded by the Ministry of Education. The evaluation began in 2001, during the development of the programme, through to 2002 when the programme was implemented. The aim of the evaluation was to help provide a clearer picture of how the programme was delivered, what its impact was, and ways to improve this kind of professional development in the future.

Author(s): Marie Cameron, Linda Sinclair, Pauline Waiti and Cathy Wylie

Date Published: October 2004

PISA 2000: Focus on Pasifika students achievement in reading literacy:
Results from PISA 2000

PISA 2000: Focus on Pasifika students achievement in reading literacy: <br>Results from PISA 2000 This report focuses on reading literacy of Pasifika 15-year-old students. Using information from the PISA 2000 study, this report reviews educational outcomes and examines the factors associated with high achievement among Pasifika students.

Author(s): Comparative Education Research Unit, Ministry of Education

Date Published: September 2004

PISA 2000: Focus on Māori achievement in reading literacy:
Results from PISA 2000

PISA 2000: Focus on Māori achievement in reading literacy: <br>Results from PISA 2000 This report first reviews educational outcomes for Māori 15-year-olds drawing on the PISA 2000 study, and then focuses on reading literacy and the factors associated with high achievement among Māori students. By highlighting the differences between high and low achievers within the Māori population, this report should assist in identifying some of the factors associated with success for Māori in education. More PISA documents can be accessed from the PISA publication home page.

Author(s): Comparative Education Research Unit, Ministry of Education

Date Published: September 2004

Category: English Medium

An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes

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

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