Publications

Publications

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A census of providers of ESOL Programmes for international students

In order to provide a better information base of the industry, the Ministry of Education commissioned BRC Marketing & Social Research to conduct a census of providers of ESOL programmes for international students. These providers included primary and secondary schools, community education facilities, universities, polytechnics, English language schools, (other) private training establishments (PTEs), colleges of education, and wananga.

Author(s): International Division

Date Published: August 2002

A changing population and the New Zealand tertiary education sector

The size of the tertiary student population is an indicator of the accessibility of tertiary education. It is also a key determinant of the levels of human capital that will be available to the New Zealand labour force
The purpose of this report is to note the influence of projected population change on the tertiary education system. It comments on the implications of demographic change for the size and make-up of the tertiary student population, the network of public provision and, to a lesser extent, on the levels of human educational capital the tertiary system produces.

Author(s): Jason McClelland

Date Published: November 2006

A closer look at completion in higher education in New Zealand

New Zealand has one of the lowest reported higher education qualification completion rates in the OECD, significantly below Australia. Why do so many New Zealand students not complete their qualification? This paper looks behind some of the numbers in an attempt to better understand and assess New Zealand's performance compared with Australia and internationally. It looks, for example, at the impact of part-time and partial qualification study on completion rates. New Zealand has the highest reported level of part-time study in the OECD, and one in eight bachelor’s-degree students in New Zealand pass every subject they've enrolled in, yet have not completed their degree after five years. What does this tell us about intentions and about how we should gauge success?

The paper takes another look at some international comparisons focussing on full-time students, and also looks at the impact of transfers, changing qualifications, and what happens to rates when a ten-year window is taken instead of a five-year window.

Author(s): David Scott, Tertiary Sector Performance Analysis & Reporting, Ministry of Education

Date Published: May 2009

A Constellation of Prospects: A Review of STAR (the Secondary-Tertiary Alignment Resource)

The aim of the Secondary Tertiary Alignment Resource (STAR) programme is to enable schools to facilitate smooth transition and access from schooling to assists student transition to further education or employment. This evaluation of STAR was undertaken to provide sound information on the operation of STAR in schools and gather the views of key stakeholders (students, teachers, tertiary providers and industry/employers) on how successfully STAR achieves its aims. It also identified and collected data on outcome measures that could help assess how successfully STAR is meeting its objectives.

Author(s): Karen Vaughan and Natasha Kenneally

Date Published: 2003

A Focus on Science Achievement

This paper summarises data on engagement and achievement in science across primary and secondary schools. This information has been collated across national and international studies undertaken over the last 15 years. This information raises key issues for policy and practice and these are discussed briefly.

Author(s): Research Division

Date Published: April 2009

A Literature Review focused on Virtual Learning Environments (VLEs) and e-Learning in the Context of Te Reo Māori and Kaupapa Māori Education

The Ministry of Education has identified the need to further explore the use of Virtual Learning Environments particularly in the context of te reo Māori and kaupapa Māori education. This literature review was sought to provide further understanding for the Ministry of Education in this area.

Author(s): Prepared by Sarah-Jane Tiakiwai & Hans Tiakiwai [Kiore Enterprises Ltd] for the Ministry of Education

Date Published: March 2010

A Review of the Literature on Computer-Assisted Learning, Particularly Integrated Learning Systems, and Outcomes with Respect to Literacy and Numeracy

This report reviews the literature on computer-assisted learning, particularly its effects on learning outcomes. The evidence regarding the use of computer-assisted learning in literacy and numeracy is assessed, as well as the use of integrated learning systems. The report then looks at evidence from research studies on the value of computer-assisted learning including SuccessMaker. Pre-conditions for effective computer-assisted learning are also examined.

Author(s): Judy M Parr, Irene Fung

Date Published: November 2000

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

Academic performance of first-year bachelors students at university

The study considered a population of first-year bachelors-degree students at university, who had all achieved the National Certificate of Educational Achievement (NCEA) level 3 and attained the University Entrance standard.

Author(s): Ralf Engler, Senior Research Analyst, Tertiary Sector Performance Analysis and Report [Ministry of Education]

Date Published: May 2010

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

Achievement in formal tertiary education

  • Achievement at public tertiary education institutions has improved for both full-time and part-time students.
  • Achievement at private training establishments has improved for full-time students, while it declined slightly for part-time students.

This analyses looks at whether rates of achievement have been improving and whether there are differences in achievement for men and women, or between ethnic groups. It looks at 10 cohorts of domestic tertiary education students. The first cohort of students started study in 1996 and the last cohort of students started study in 2005. For each cohort, the rate of qualification completion was calculated five years after starting study.

Author(s): Mieke Wensvoort, Tertiary Sector Performance Analysis

Date Published: June 2011

Adult Foundation Learning

In this section you will find research reports produced relating to adult literacy, numeracy and language.

Author(s): Various

Date Published: Various

Adult Literacy in New Zealand: Results from the International Adult Literacy Survey

Adult literacy is considered to be vital to the economic wellbeing of developed countries. The increasing complexity of our society and the need for a more flexible and highly-educated workforce mean that individuals need to be able to comprehend and apply information of varying difficulty from a range of sources to function effectively at work and in everyday life. Therefore, governments and international organisations are especially keen for some insight into any possible deficiencies in literacy and numeracy skills.

Author(s): Maurice Walker, Karl Udy and Nicholas Pole with assistance from Steve May, Glenn Chamberlain and Fiona Sturrock

Date Published: 1996

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

Advanced trade, technical and professional qualifications – matching supply to demand

There is a limited number of areas where it is clear that increasing the number of people with trade, technical or professional qualifications would definitely reduce skill shortages. These areas are in engineering, building and medical professions. Demand in these areas has been driven by increased use of technology, increased construction activity and increased demand for health services. In other areas examined in the report, improving the quality and relevance of qualifications is likely to be as important, or even more important, than increasing the number of people graduating.

This is report is the second in a series of three reports looking at the supply of and demand for advanced trade, technical and professional qualifications. The first report, looking at demand for qualifications is available on Education Counts.

Author(s): David Earle [Ministry of Education]

Date Published: July 2008

Advanced trade, technical and professional qualifications – trends in supply

This is report is the last in a series of three reports looking at the supply of and demand for advanced trade, technical and professional qualifications.

Author(s): David Earle, Tertiary Sector Performance Analysis and Reporting team

Date Published: June 2009

ALL (Adult Literacy and Life Skills Survey)

This is the home page for the ALL Survey publications, and its predecessor IALS (International Adult Literacy Survey).

Author(s): Various

Date Published: Various

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 analysis of collaborative journal article authorship at New Zealand universities

This paper summarises the findings from previous studies of research collaboration in New Zealand and presents a new analysis of collaboration in New Zealand universities.

Author(s): Warren Smart and Roger Smyth, Tertiary Sector Performance Analysis, Ministry of Education and Shaun Hendy, MacDiarmid Institute for Advanced Materials and Nanotechnology.

Date Published: August 2013

An analysis of funding allocations for staff and research degree completions in the Performance-Based Research Fund

Analysis showed that when the PBRF is fully implemented there will be significant funding attracted by high performing researchers for their TEOs.
There is now a significant incentive for TEOs to ensure the successful completion of research graduates, with the majority of government funding for these students now tied to their successful completion.

Author(s): Warren Smart

Date Published: June 2005

An analysis of recent Pasifika education research literature to inform and improve outcomes for Pasifika learners

This aim of this report is to review education literature and clarify key evidence towards improved learning and achievement outcomes for Pasifika learners. It identifies priorities for future research in Pasifika education.

Author(s): Cherie Chu, Ali Glasgow, Fuapepe Rimoni, Mimi Hodis and Luanna H. Meyer, Victoria University of Wellington.

Date Published: July 2013

An Evaluation of Arts Professional Development Online in Support of the Arts in the New Zealand Curriculum

Arts Professional Development Online' commenced nationally during 2001 to support the implementation of 'Arts in the New Zealand Curriculum', targeted specifically at rural and isolated schools. This report details the outcome of an evaluation of this professional development that was carried out late 2002.

Author(s): Rosemary Hipkins with Ed Strafford, Roberta Tiatia and Fiona Beals

Date Published: June 2003

An Evaluation of Initial Uses and Impact of Equity Funding

Equity Funding is a small amount of additional funding for early childhood education (ECE) services intended to reduce educational disparities between different groups, reduce barriers to participation for groups underrepresented in ECE, and support ECE services to raise their level of educational achievement. This evaluation of the initial uses and impact of Equity Funding, funded by the Ministry of Education, is intended to contribute to the development of policy within the early childhood education sector.

Author(s): Linda Mitchell, Arapera Royal Tangaere, Diane Mara, Cathy Wylie, New Zealnad Council for Educational Research.

Date Published: January 2006

An Evaluation of Ministry of Education Funded Early Childhood Education Professional Development Programmes 2003

The Ministry of Education commissioned this evaluation to examine three aspects of professional development (PD) in the early childhood education (ECE) sector: describing the current delivery of PD; identifying barriers and success factors for delivery of the PD programmes; and identifying their impact. The evaluation covered the provision of whole centre PD in the calendar year 2000.

Author(s): Michael Gaffney, Children's Issues Centre Dunedin.

Date Published: January 2003

An Evaluation of Ministry of Education Funded Early Childhood Education Professional Development Programmes 2007

The purpose of the evaluation was to evaluate the effectiveness of government funded early childhood education (ECE) professional development in meeting the agreed programme outcome of strengthening teacher, educator, kaiako, faiaoga, faiako and puapi’i capability and quality in practice, in order to extend positive learning outcomes for children, based on the principles of Te Whāriki.

Author(s): Sue Cherrington and Deborah Wansbrough, Victoria University of Wellington.

Date Published: August 2007

An Evaluation of Network Learning Communities — Main Report

This report presents findings from a study evaluating the Network Learning Communities initiative in 2010.

Author(s): Ward, L. and Henderson, A. CYPERUS with Quigley and Watts (Report to the Ministry of Education)

Date Published: May 2011

An Evaluation of Network Learning Communities — Summary Report

This is the short summary report from a study evaluating the Network Learning Communities initiative in 2010.

Author(s): Lorrae Ward for the Ministry of Education

Date Published: May 2011

An Evaluation of Network Learning Communities — Technical Report

This is the technical report from a study evaluating the Network Learning Communities initiative in 2010. It contains detailed analyses of two surveys and presented 10 case study summaries.

Author(s): Lorrae Ward (Phd) and Adelle Henderson Supported by Quigley and Watts for the Ministry of Education

Date Published: May 2011

An Evaluation of Professional Development to Support the Arts in the New Zealand Curriculum

This reports on an evaluation of how the professional development, offered on a national basis to schools over a two-year period commencing 2001, supported the initial implementation of 'Arts in the New Zealand Curriculum'. This included a survey of participants on their views of the issues they and their schools faced in implementing the curriculum and how they considered the professional development assisted them in addressing these issues.

Author(s): Fiona Beals, Rosemary Hipkins, Marie Cameron and Susan Watson

Date Published: June 2003

An evaluation of some programmes for children with Autistic Spectrum Disorder in Auckland: Opportunities, contingencies, and illusions

This research evaluates three educational programmes in the Auckland area for children with Autistic Spectrum Disorder (ASD). The programmes evaluated were Autism Action Precision Teaching Centre (AAPTC) programme, intensive Applied Behaviour Analysis (ABA) home-based programmes, and mainstream pre-school and school education. The report describes each service, their cost and how effective the programmes were in providing education for children with ASD ending with recommendations and conclusions regarding educational programmes for children with ASD.

Author(s): Rebecca Godfrey, Dennis Moore, Claire Fletcher-Flinn and Angelika Anderson, Auckland UniServices Limited, University of Auckland.

Date Published: July 2002

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

An Examination of the Links between Parental Educational Qualifications, Family Structure and Family Wellbeing, 1981–2006

The primary purpose of this report is to examine and describe the relationship between family structure and family wellbeing and the educational qualifications of parents in New Zealand families over the period 1981–2006.

Author(s): Gerard Cotterell, Martin von Randow & Mark Wheldon [The University of Auckland]

Date Published: September 2008

An introduction to the concept of intercultural communicative language teaching and learning: A summary for teachers

This document is an introduction for language teachers to the concept known as intercultural communicative language teaching and learning. It is a summary of a Ministry of Education-commissioned report, Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning, produced through Victoria University of Wellington by Jonathan Newton, Eric Yates, Sandra Shearn, and Werner Nowitzki (the Newton report).

Author(s): This summary was written by Janet Rivers, based on a report written by Jonathan Newton, Eric Yates, Sandra Shearn and Werner Nowitzki of Victoria University of Wellington

Date Published: 2010

An investigation into current e-Learning activities in New Zealand Industry Training Organisations

This report was commissioned by the Ministry and undertaken by the Electricity Supply Industry Training Organisation in collaboration with the Waikato Institute of Technology.

The report identified and described how:

  • Information and communication technologies, software simulations and digital training packages are currently used within the industry training sector in New Zealand.
  • Information and communication technologies, software simulations and digital training packages are currently used within the vocational sector globally.
  • The industry training sector can be informed of, and implement efficiently, the most appropriate blend of e-Learning activities for their individual organisation.

Author(s): John Clayton & Richard Elliott and Leah Wood & Doug Pouwhare

Date Published: October 2007

An investigation into factors that influence New Zealand Polytechnic/Institute of Technology tutors' uptake of e-learning, with particular reference to early and later adopters and resisters

This report was commissioned by the Ministry and undertaken by the Waikato Institute of Technology. It investigated the factors that lead New Zealand polytechnic and institutes of technology tutors to adopt or resist the incorporation of e-learning approaches into their teaching practices. It utilised case studies, focus group interviews, and national surveys in order to establish these factors and included consideration of perspectives from both tutors and organisational management. In terms of the tutors it focused on four main groups: early adopters, later adopters, intending adopters, and resisters.

Author(s): David Mitchell, John Clayton, Beverley Gower, Hugh Barr, Stephen Bright

Date Published: August 2005

Analysing the performance of New Zealand universities in the 2010 Academic Ranking of World Universities

This occasional paper examines the performance of New Zealand universities in the 2010 Shanghai Jiao Tong University Academic Ranking of World Universities (ARWU). In particular, the analysis examines the data behind the overall rankings to get a more comprehensive picture of the level of performance of New Zealand universities.

Author(s): Dr Warren Smart, Tertiary Sector Performance Analysis and Reporting Division [Ministry of Education]

Date Published: September 2010

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

Analysis of the impact of the PBRF: Interim findings

This report examines the quantitative evidence on the impact of the Performance-Based Research Fund (PBRF) in a variety of areas ranging from research impact to completion rates of higher research degrees.

This report is complemented by an analysis of PBRF 2012 Quality Evaluation results, released August 2013.

Author(s): Warren Smart, Tertiary Sector Performance Analysis, Ministry of Education.

Date Published: February 2013

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

Approaches and implications of e-learning adoption on academic staff efficacy and working practice: a comparative study

This report was commissioned by the Ministry and undertaken by the Universal College of Learning in collaboration with Otago Polytechnic. It examined the multiplicity of staff development (SD) being offered in the polytechnic, university and college of education sectors. It used case study research methodology. It not only examined the current status of SD for e-learning across the tertiary sector, but also other factors impacting on staff experiences with e-learning.

Author(s): Bronwyn Hegarty, Merrolee Penman, Cheryl Brown, Beverley Gower, Oriel Kelly, Dawn Coburn, Grant Sherson and Gordon Suddaby

Date Published: September 2005

April 2009 tertiary education enrolments snapshot

  • More domestic and international students studied at higher levels and in longer qualifications in April 2009 compared with April 2008.
  • Formal enrolments increased from April 2008 to April 2009 by 2.8 percent and when this number is converted to equivalent full-time student units the increase was bigger – up by 6.2 percent. This means that the average study load per student has risen.
  • A rise in enrolments by 18 to 24 year-olds was the main driver of the latest increase, while fewer people aged 40 years or over studied in April 2009.

Topics covered in this factsheet include qualification levels, place of study, age and ethnic group, student allowances and student loans.

Author(s): Mieke Wensvoort, Tertiary Sector Performance Analysis and Reporting

Date Published: June 2009

Are particular school subjects associated with better performance at university?

This analysis looks at the association of school subject and school achievement on university performance. The school subjects considered are those on the ‘approved list’ of subjects for the New Zealand university entrance requirement.

Author(s): Ralf Engler, Senior Research Analyst, Tertiary Sector Performance Analysis and Report [Ministry of Education]

Date Published: July 2010

Assessing skills of adult learners in 2011

This is an initial statistical report on the Literacy and Numeracy for Adults Assessment Tool in terms of the extent of its use in 2011, the first full year of implementation, the reading and numeracy profiles of learners when first assessed, and the extent to which learners can be seen to have increased their reading and numeracy skills over the course of the 2011 year.

Author(s): Chris Lane, Tertiary Sector Performance Analysis, Ministry of Education.

Date Published: February 2013

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.

Author(s): Various

Date Published: Various

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