Publications
Te Kotahitanga
This is the homepage for the Te Kotahitanga publication series. The project sought to investigate how to improve the educational achievement of Māori students in mainstream secondary school classrooms, by talking with Māori students and other participants in their education. It was from these narratives that the rest of the Te Kotahitanga project developed.
Author(s): R.Bishop, M.Berryman, J.Wearmouth, M.Peter, S.Clapham, T.Cavanagh L.Teddy, A. Powell, S. Tiakiwai and
C. Richardson
Date Published: Various Years
Te pakeke hei ākonga: Māori adult learners
This report explores success in literacy and language learning for Māori adults. It captures the perspectives and voices of learners, tutors and providers in foundation learning programmes. It describes how Māori tutors reinforce and strengthen their Māori learners’ identities through ensuring that Māori tikanga and values pervade the teaching and learning environment.
Author(s): Colleen McMurchy-Pilkington, University of Auckland
Date Published: August 2009
Te piko o te māhuri, tērā te tupu o te rākau: language and literacy in marae-based programmes
This report explores the effectiveness of marae-based learning in providing language and literacy for Māori adults. It examines two marae-based programmes at Te Whare Wānanga o Awanuiārangi.
‘Te piko o te māhuri, tērā te tupu o te rākau’ can be translated as ‘the way in which the young sapling is nurtured (bent), determines how the tree will grow’. For this research it symbolises the importance of strong learning foundations for future success in learning.
Author(s): Susan Mlcek, Ngareta Timutimu, Carl Mika, Monte Aranga, Nikora Taipeti, Te Rurehe Rangihau, Te Makarini Temara, Yvonne Shepherd, Huturini McGarvey, Te Whare Wānanga o Awanuiārangi
Date Published: August 2009
Te Rau Awhina: - Good Practice Examples of Māori and Pasifika Private Training Establishments
This study was designed to investigate the practices of nominated Māori and Pasifika Private Training Establishments (PTEs) in relation to teaching & learning, and programme design & development. It also investigated for what reasons the nominated Māori and Pasifika PTEs used the strategies they did to develop teaching and learning. It asked what cultural elements were interwoven into their practices, and finally, to what extent the practices of the nominated PTEs compared with those considered in the literature to be indicators of good practice.
Author(s): Dr Jane Marshall, Kathryn Baldwin and Dr Roger Peach
Date Published: June 2008
Te Reo Māori in the Mainstream Professional Development (PD) Pilot Programmes for Primary School Teachers - An Evaluation
In 2005, the Ministry of Education funded four te reo Māori professional development (PD) pilot programmes for mainstream primary school teachers. These pilot programmes were run in different areas of the country by four different providers.
Author(s): K. Murrow, K. Hammond, E. Kalafatelis, K. Fryer and H. Edwards
Date Published: January 2007
Te Toi Huarewa
Te Toi Huarewa looks at effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. The main purpose of the project was to observe and collaboratively reflect upon the teaching and learning strategies used during literacy programmes by a range of year one to year five Māori-medium classroom teachers who were identified as effective.
Author(s): R. Bishop, M. Berryman and C. Richardson
Date Published: 2001
Te whai i ngā taumata atakura: supporting Māori achievement in bachelors degrees
This study looks at what matters for the success of first-time Māori students studying towards bachelors degrees. The purpose of this study is to build understanding about how to increase the number of Māori attaining bachelors degrees or higher.
Author(s): David Earle
Date Published: June 2007
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
Teacher Loss Rates
These reports outline trends in teacher numbers, teacher loss rates and reasons for teacher losses. They are produced annually by the Demographic & Statistical Analysis Unit to assist in the Ministry's monitoring of teacher supply and give an indication of the stability of the teacher workforce and the state of labour market.
Author(s): Ministry of Education
Date Published: Annually
Teachers' Experiences in Curriculum Implementation: English, Languages, Science and Social Studies
This is the second of three National School Sampling Study reports. This initiative to investigate how teachers work with the curriculum began in 2001 and continued into 2003, as part of the Ministry of Education's Curriculum Stocktake. This report details teachers' experiences in teaching from the New Zealand national curriculum documents: English; Languages (Japanese, Spanish, Chinese, Korean and Samoan); Science; and Social Studies.
Author(s): Clive McGee, Alister Jones, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow and Karen Mackenzie
Date Published: February 2003
Teachers' Experiences in Curriculum Implementation: General Curriculum, Mathematics and Technology
This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents
Author(s): Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow, Debbie Oliver, Sarah Tiakiwai and Karen MacKenzie
Date Published:
Teachers' Experiences in Curriculum Implementation: General Curriculum, The Arts, and Health and Physical Education
This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, 2002-2003. This is the final report in a series which investigates teachers' experiences in teaching from the New Zealand curriculum.
Author(s): Clive McGee, Ann Harlow, Thelma Miller, Bronwen Cowie, Mary Hill, Alister Jones and Ariana Donaghy
Date Published: 2004
Teaching and Learning in Middle Schooling: A Review of the Literature
This paper is a summary of a review of literature carried out in 2007 for the Ministry of Education by Dinham and Rowe of the Australian Council for Educational Research.
Their review, and the summary presented here, are components of a Ministry research programme focused on teaching and learning in the middle schooling years. Other projects within the programme include: a "Study of Students’ Transition from Primary to Secondary Schooling"; an investigation of the skills, knowledge and values that may be required by teachers to most effectively meet the needs of Years 7 to 10 students; and an in-depth analysis of ‘student engagement’ during the middle schooling years.
Author(s): Ministry of Education
Date Published: March 2009
Teaching of International Languages in New Zealand Schools in Years 7 and 8: An Evaluation Study
The Ministry of Education provides support to teachers and students of International Languages Education in years 7 and 8 through: - regional advisers of International Languages - International Languages Series (ILS) Curriculum Materials - the Second Language Learning Proposals Pool, years 7-10. This research looks at the extent to which this support meets the languages learning needs of teachers, students and schools. It also provides a literature review of effective delivery characteristics for international languages and recommends ways that Ministry support can be strengthened.
Author(s): Colin Gibbs and Ron Holt
Date Published: 2003
Technical Review of Published Research on Applied Behaviour Analysis Interventions for People with Autism Spectrum Disorder
‘Technical Review of Published Research on Applied Behaviour Analysis Interventions for People with Autism Spectrum Disorder’ New Zealand Ministries of Education and of Health requested a technical review of the evidence base on the effectiveness of Applied Behaviour Analysis (ABA) for people with Autism Spectrum Disorders (ASD).
Author(s): Mudford, O., Blampied, N., Phillips, K., Harper, D., Foster, M., Church, J., Hunt, M., Prochnow, J., Rose, D., Arnold-Saritepe, A., Peters, H., Lie, C., Jeffrey, K., Messick, E., Sumpter, C., McEwan, J., & Wilczynski, S. (2009).
Date Published: 15 January 2009 - Revised 16 January 2009
TELA: Laptops for Teachers Evaluation—Final Report Years 7 & 8
The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use.
Author(s): Bronwen Cowie, Alister Jones and Ann Harlow with Mike Forret, Clive McGee and Thelma Miller
Date Published: June 2008
TELA: Laptops for Teachers Evaluation—Final Report Years 9-13
The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of four years (2003-2006) and to record emerging changes in laptop use.
Author(s): Bronwen Cowie, Alister Jones, Ann Harlow, Clive McGee, Bev Cooper, Mike Forret, Thelma Miller, & Ben Gardiner
Date Published: June 2008
Tertiary education choices of school leavers
The purpose of this report is to build an understanding of how school leavers are transitioning into tertiary education. The report examines the transitions of 2004 school leavers into tertiary education by a variety of personal, schooling and tertiary education characteristics and seeks to show where differences exist.
Author(s): Scott Ussher
Date Published: November 2007
Tertiary education of New Zealanders: a census analysis
These factsheets present data from the latest census on the attainment of tertiary education qualifications by the New Zealand working-age population. The factsheets also examine the labour market outcomes associated with attaining a tertiary qualification.
Author(s): Bhaskaran Nair and Warren Smart
Date Published: October 2007
Tertiary Education Strategies - Monitoring and Evaluation
This page contains the reports on the Ministry of Education’s monitoring and evaluation of the Tertiary Education Strategies.
Author(s): Tertiary Sector Performance Analysis and Reporting, Ministry of Education
Date Published: Annually
Tertiary education, skills and productivity
This report updates and extends an article that was first published in Profile and Trends 2007 (Ministry of Education, 2008). It provides an overview of the information and literature relating to the link between tertiary education, skills and productivity in New Zealand.
Author(s): David Earle, Tertiary Sector Performance Analysis and Reporting Division, Ministry of Education.
Date Published: February 2010
TEU LE VA - Relationships across research and policy in Pasifika education
Teu le va is a tool primarily for educational researchers, to help them plan and implement research that contributes to the development of effective policy and practice in respect of Pasifika students in our schools.
Teu le va emphasises a number of principles or practices, including the need for: researchers to directly involve Pasifika learners, their families, and communities, and teachers as practitioners, in the development of research proposals or plans; ongoing collaboration between researchers and policy-makers; collaboration among researchers from different organisations and groups in order to build a sound knowledge base; ensuring that any research undertaken is relevant for a range of audiences (eg, parents, communities, teachers, policy-makers); all research, development and policy-making in Pasifika education to have a firm focus on student success: realising potential and identifying opportunities.
Author(s): Airini, Melani Anae and Karlo Mila-Schaaf with Eve Coxon, Diane Mara & Kabini Sanga
Date Published: July 2010
The Adult and Life Skills (ALL) Survey an Analysis: The effect of first language and education on literacy, employment and income
The report uses data from the 2006 Adult Literacy and Life Skills (ALL) survey to look at New Zealanders who have English as an additional language. It explores their literacy and numeracy skills and educational qualifications and the effect of having English as an additional language on employment and income opportunities.
Author(s): David Earle, Tertiary Sector Performance Analysis and Reporting, Ministry of Education.
Date Published: September 2009
The Adult Literacy and Life Skills (ALL) Study: An Introduction - Poster
This poster is intended as an introduction to the ALL study. It seeks to explain the nature of the ALL study, its application, and how the ALL results will be presented. It contains none of the ALL results itself.
Author(s): Paul Satherley and Elliot Lawes, Research Division, Ministry of Education.
Date Published: September 2007
The Adult Literacy and Life Skills (ALL) Survey: Age and Literacy
This report is the fourth in a series of four that investigate the initial results of the ALL survey. It presents an overview of New Zealanders’ skills in relation to age, and any changes since 1996.
Author(s): Paul Satherley and Elliot Lawes, Research Division, Ministry of Education.
Date Published: August 2008
The Adult Literacy and Life Skills (ALL) Survey: An Introduction
This publication is intended as an introduction to the ALL survey. It explains the nature of the ALL survey, its application and how the ALL survey results will be presented. It contains none of the ALL survey results.
Author(s): Paul Satherley and Elliot Lawes, Research Division, Ministry of Education.
Date Published: September 2007
The Adult Literacy and Life Skills (ALL) Survey: Education, Work and Literacy
This report presents an overview of New Zealanders’ skills in relation to educational and labour force characteristics and compares results from the 1996 International Adult Literacy Survey (IALS) with results from the 2006 ALL survey. It was originally published in May 2008 and revised in April 2009. (The original version of this report, published in May 2008, contained errors in Figures 6.1-6.5 and the associated commentary of Chapter 6: Occupation). This current and revised version rectifies these errors.
Author(s): Paul Satherley, Elliot Lawes and Saila Sok, Research Division, Ministry of Education.
Date Published: 9 May 2008 (Revised version April 2009)
The Adult Literacy and Life Skills (ALL) Survey: Further Investigation
This fact-sheet is a sequel to that entitled The Adult Literacy and Life Skills (ALL) Survey: Headline Results and Background.
Author(s): Comparative Education Research Unit, Research Division, Ministry of Education.
Date Published: December 2007
The Adult Literacy and Life Skills (ALL) Survey: Gender, Ethnicity and Literacy
This report is the third in a series of four that investigate the initial results of the ALL survey. It presents an overview of New Zealanders’ skills in relation to gender and ethnicity, and any changes since 1996.
Author(s): Paul Satherley & Elliot Lawes, Research Division, Ministry of Education.
Date Published: September 2008
The Adult Literacy and Life Skills (ALL) Survey: Headline Results and Background
This fact-sheet provides the first headline results of the Adult Literacy and Life Skills (ALL) Survey together with some background information.
Author(s): Comparative Education Research Unit, Research Division, Ministry of Education.
Date Published: December 2007
The Adult Literacy and Life Skills (ALL) Survey: Overview and International Comparisons
This report is the first in a series of four that investigate the initial results of the ALL survey. It examines any changes in literacy and numeracy skill between the 1996 International Adult Literacy Survey (IALS) and the Adult Literacy and Life Skills (ALL) survey - results collected in New Zealand in 2006. It also compares the results from the New Zealand ALL survey with those from Australia, Canada and the USA.
Author(s): Paul Satherley, Elliot Lawes and Saila Sok, Research Division, Ministry of Education.
Date Published: March 2008
The Case of Emily: A Focus on Students as they Transition from Primary to Secondary Schooling
This is one of three reports on a study which followed a diverse group of New Zealand students as they made the transition from primary to secondary schooling, progressed through Year 9 and on in to Year 10.
Author(s): Shelley Kennedy and Sharon Cox
Date Published: September 2008
The Continuing contribution of early childhood education to young people's competency levels
This summary reports the key findings about the associations between early childhood education experience and young people’s competency levels at age 16
Author(s): Cathy Wylie and Edith Hodgen, New Zealand Council for Educational Research.
Date Published: August 2007
The Economic Impact of Export Education
This publication/resource contains material which was developed with funding from the Export Education levy and managed by Education New Zealand on behalf of the Ministry of Education (© Crown).
Author(s): Commissioned by Education New Zealand and Ministry of Education and prepared by Infometrics, NRB and Skinnerstrategic
Date Published: 30 June 2008
The Economic Impact of Foreign Fee -Paying Students (Infometrics, February 2006)
The Ministry of Education commissioned Infometrics to calculate the total economic value-added, and estimated employment, from the New Zealand international education sector for the 2004 calendar year. This calculation was partly based on information from the Export Education Levy, and survey data from the New Zealand University Students' Association. The key findings are that the total contribution of the sector to GDP was $2.21 billion in 2004, and a total of up to 40,101 jobs were supported based on this value-added contribution.
Author(s): Ministry of Education
Date Published: February 2006
The Education of Years 7 to 10 Students: A focus on their teaching and learning needs
Previous research shows that New Zealand students are generally positive about their school experiences during the middle schooling years. But at the same time, students’ perceptions of aspects of teaching and learning at school become increasingly negative during these years and there is evidence that their overall levels of engagement in learning show a decline. To help gain greater insights into the needs of students in the middle years of schooling the Ministry of Education designed and undertook an exploratory study to seek the views of principals, teachers and students regarding teaching and learning in Years 7 to 10. This research collected the views of principals, teachers and students in 185 schools throughout New Zealand on the education needs of students in Years 7 to 10 and whether those who teach this age group need specialised knowledge, skills or personal attributes.
Link to the summary report.
Author(s): Durling, N., Ng, L., & Bishop, P.
Date Published: 03 June 2010
The Education of Years 7 to 10 Students: A Focus on their Teaching and Learning Needs — Summary Report
To help gain greater insights into the teaching and learning needs of students in the middle years of schooling in New Zealand the Ministry of Education designed and undertook an exploratory study in 2008. This brochure provides an outline of the study, The Education of Years 7 to 10 Students: A focus on their teaching and learning needs (Durling, Ng, and Bishop, 2010), together with a summary of key findings.
Link to the full report.
Author(s): Durling, Ng, and Bishop
Date Published: 03 June 2010
The Effectiveness of Applied Behaviour Analysis Interventions for People with Autism Spectrum Disorder
This systematic review considers the evidence for the effectiveness of interventions grounded in the principles of applied behaviour analysis for people with autism spectrum disorder.
Author(s): Marita Broadstock & Anne Lethaby
Date Published: 19 December 2008
The Effectiveness of EarlyBird
A summary of New Zealand research evaluating an early intervention programme for parents of children with autism spectrum disorders.
Author(s): Janet Rivers
Date Published: August 2005
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
The Experiences of International Students in New Zealand: report on the results of the national survey
This publication reports on the results of the national survey of international students. The survey was commissioned by the Ministry of Education to provide information to assist with developing policies and best practices relating to international students studying in New Zealand. The information gathered through the survey will be used to monitor the quality of the education and pastoral support provided to international students; inform policy development relating to international student programmes; and assist providers to review and adjust their service provision and support.
Author(s): Colleen Ward & Anne-Marie Masgoret
Date Published: June 2004
The Experiences of International Students in New Zealand: report on the results of the national survey 2007
The research builds on the previous survey of international students conducted in 2003 and provides the opportunity to understand international students’ experience of life in New Zealand.
Author(s): Researched for the Ministry of Education by Deloitte
Date Published: May 2008
The Extent, Nature and Effectiveness of Planned Approaches in New Zealand Schools for Providing for Gifted and Talented Students
This research was commissioned in response to a recommendation made in the report from the Working Party on Gifted Education and to inform the Ministry of Education's development of policy for the education of gifted and talented students. The purpose of the research was to determine how schools provide for these students and the efficacy of these approaches. This report highlights the main findings from the research.
Author(s): Tracy Riley, Jill Bevan-Brown, Brenda Bicknell, Janis Carroll-Lind and Alison Kearney
Date Published: 2004
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 impact of international students on domestic students and host institutions
This literature review considers the educational, social and cultural impacts of international students on domestic students, educational institutions and host communities. It was prepared for the Export Education Policy Project of the New Zealand Ministry of Education by Colleen Ward Victoria University of Wellington 2001.
Author(s): Colleen Ward
Date Published: 2001
The Impact of the NCEA on the Student Motivation
This research project investigated the relationship between New Zealand’s National Certificate of Educational Achievement (NCEA) and student motivation to learn.
Author(s): Luanna Meyer, John McClure, Frank Walkey, Lynanne McKenzie & Kirsty Weir
Date Published: June 2006
The Impact of the Performance-Based Research Fund on the Research Productivity of New Zealand Universities
The introduction of the Performance-Based Research Fund (PBRF) has resulted in much greater scrutiny of the research activities of New Zealand universities. This study examines the impact of this greater scrutiny on the research productivity of the universities.
Author(s): Warren Smart, PhD candidate, Department of Finance, Auckland University of Technology
Date Published: August 2009
The measurement of the research performance of Tertiary Education Organisations: An analysis of the impact of weightings in the Performance-Based Research Fund
Analysis of the methodology used to assign quality categories in the 2003 quality evaluation found that the actual level of variation in the research performance of TEOs was less than was indicated in the published results, but reflects the outcomes sought from the PBRF policy.
Author(s): Warren Smart
Date Published: June 2005
The Review of Special Education 2010 - Public Response Summary
In 2010 the public were invited to participate in the Review of Special Education by responding to a discussion document featuring questions on special education.
Author(s): Ministry of Education
Date Published: August 2010
The Role and Potential of ICT in Early Childhood Education: A Review of New Zealand and International Literature
This review synthesises recent literature about ICT use in early childhood education (ECE). It looks at the role and potential of ICT to support teaching and learning, professional development, sector capability, administration, infrastructure, and information management and communication.
Author(s): Rachel Bolstad, New Zealand Council for Educational Research.
Date Published: November 2004
The satisfaction of international students in New Zealand universities and ITPs
The Ministry of Education and Education New Zealand contracted the International Graduate Insight Group (i-graduate) to survey international students at New Zealand institutes of technology and polytechnics (ITPs) and universities in 2011.
This report presents the findings from further-in-depth analysis of the 2011 i-graduate survey dataset. It provides the results from the 2011 i-graduate surveys in greater detail than previous reporting, in particular, the results by nationality, and provides information on what influences international student satisfaction.Author(s): Amapola Generosa, Wilma Molano, Fiona Stokes, Hillmarē Schulze, Business and Economic Research Limited.
Date Published: February 2013
The Structure of Relationships between Language-Related Factors, Achievement-Related Beliefs, Gender and Beginning Reading Achievement: Final Report - Phase II June 2002
Based on an examination of data gathered in a longitudinal study that ran from 1993 to 1995, the specific aims of the project were: to investigate the role of language and motivational factors in beginning literacy development, with particular emphasis on determining the specific language-related factors at school entry that place some children at risk for failure; to work with new entrants teachers to adapt, deve
Author(s): William E. Tunmer, James W. Chapman and Jane E. Prochnow
Date Published: June 2002
The Sustainability of Professional Development in Literacy: Part 1: Changing and Sustaining Teachers’ Expectations through Professional Development in Literacy
This report forms Part One of the report to the participating schools and the Ministry of Education on the sustainability of professional development in literacy. It examines the ways in which teachers’ expectations of student achievement changed over the course of six months’ professional development in literacy, and how well those changed expectations were sustained over a period of 18 months. It sought to answer the question, “To what extent did the professional development impact on the participants’ expectations of students’ achievement and their own self-efficacy in impacting on that achievement?”. The summary report and Part 2 of this report can be found in the inset box in the top right hand corner of the screen.
Author(s): Helen Timperley, Gwenneth Phillips and Joy Wiseman
Date Published: 2003
The Sustainability of Professional Development in Literacy: Part 2 School-Based Factors Associated with High Student Achievement
This report examines the sustainability of professional development following the completion of an intensive course in literacy acquisition by teachers of Year One students and their literacy leaders in seven schools. The research on which it is based had two aims. The first was to examine the ways in which the professional development changed teachers’ expectations of student achievement over the period of the course. The findings of this study are reported in Part One of this report. The second aim was to examine issues of sustainability once the course had finished and the findings are reported here (Part Two). Two issues related to sustainability were examined. These included the trends in student achievement over all participating schools over three years, and the school-based factors that were associated with sustainability because it is these that exert the major influence on teacher implementation of new practices (Cohen & Ball, 1999; Darling-Hammond, 1997; Goodlad, 1984; Robertson & Allan, 1999). The summary report and Part 1 of this report can be found in the inset box in the top right hand corner of the screen.
Author(s): Helen S. Timperley and Joy Wiseman
Date Published: 2003
Thinking Outside The Square
Thinking Outside The Square provides information for schools wanting to introduce innovative and effective programmes for raising the educational achievement of at risk students. The publication draws on the findings of two research projects that evaluated the success of programmes funded from the Ministry of Education's innovations funding pool between 1999 and 2002.
Author(s): Janet Clinton. Summary prepared by Janet Rivers.
Date Published: 2003
TIMSS
(Trends in International Mathematics and Science Study) previously known as the Third International Mathematics and Science Study.
Author(s): Various
Date Published: Various
TIMSS (Trends in International Mathematics and Science Study) 2006/07
The Trends in International Mathematics and Science Study (TIMSS) measures trends in mathematics and science achievement at the fourth and eighth grades (Years 5 and 9) as well as monitoring curricular implementation and identifying the most effective instructional practices from around the world. This is the fourth cycle and, New Zealand is one of nearly 60 countries to take part. New Zealand participated in TIMSS 2006/07 at the Year 5 level only.
Author(s): Various
Date Published: Various
TIMSS 1994: Student Performance on Open-ended Questions in the Third International Mathematics and Science Study: New Zealand Results
The aim of this report is to present a summary of the performance of New Zealand students on each of the free-response items. Free-response mathematics and science items, along with the coding rubrics as in the international coding manual, and with summary statistics, are included in the report.
Author(s): Megan Chamberlain, Glenn Chamberlain and Robert Garden
Date Published: June 1998
TIMSS 1998/99: A Repeat of the Third International Mathematics and Science Study: Final Results for Year 9 Students
This report presents an overview of findings from TIMSS-98/99 (also known as TIMSS-R), a partial replication of the Third International Mathematics and Science Study (TIMSS-94/95).
Author(s): Comparative Education Research Unit, Ministry of Education
Date Published: Decemeber 2000
TIMSS 1998/99: The School and Classroom Context for Year 9 Students' Mathematics and Science Achievement
Results from New Zealand's participation in the repeat of the Third International Mathematics & Science Study. The beliefs and attitudes of the teachers of the Year 9 students along with details of the school and classroom environment are presented.
The second in a two-part series (see Trends in Year 9 Students' Mathematics and Science Achievement: Results from New Zealand's participation in the repeat of the Third International Mathematics and Science Study), the report summarises the contextual findings from TIMSS-R focusing on the classroom, school and curricular context in which mathematics and science learning took place.Author(s): Megan Chamberlain and Robyn Caygill
Date Published: August 2002
TIMSS 1998/99: Third International Mathematics and Science Study:
Repeat (TIMSS-R): Preliminary Achievement Result
This document provides preliminary feedback of trends in mathematics and science achievement between 1994 and 1998 in an international context.
Author(s): Comparative Education Research Unit, Ministry of Education
Date Published: May 2000
TIMSS 1998/99: Trends in Year 5 Students' Mathematics and Science Achievement: Results from a New Zealand study based on the Third International Mathematics and Science Study
This report was published in 2001 and summarises a New Zealand study based on the Third International Mathematics and Science Study which involved mostly Year 5 students. Specifically, it provides comprehensive trend achievement information for Year 5 students in mathematics and science for two years - 1994 and 1998.
Author(s): Glenn Chamberlain with the assistance of Megan Chamberlain and Maurice Walker
Date Published: 2001
TIMSS 1998/99: Trends in Year 9 Students' Mathematics and Science Achievement: Results from New Zealand's participation in the repeat of the Third International Mathematics and Science Study
This report is the first of the two-part series. The report was published in 2001 and describes trends in students' mathematics and science achievement between 1994 and 1998 in both international and national contexts. The report is divided into eight downloadable documents in PDF format available at the bottom of this page.
Author(s): Megan Chamberlain and Maurice Walker
Date Published: 2001
TIMSS 2002/03: An Overview of Some Key National Year 5 and Year 9 Student Achievement Results
This summary presents some of the main national level results from New Zealand ’s participation in the third cycle of the Trends in International Mathematics and Science Study in 2002-2003. As well as providing countries with a snapshot of achievement in 2002-2003, participation in this cycle allowed countries, including New Zealand , to measure trends in achievement by comparing performance in 1994-1995 and 1998-1999 with 2002-2003.
Author(s): Comparative Education Research Unit, Ministry of Education
Date Published: March 2006
TIMSS 2002/03: Mathematics and Science Achievement in New Zealand:
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
TIMSS 2002/03: Mathematics and Science Achievement in New Zealand: Year 5 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).
Author(s): Comparative Education Research Unit, Ministry of Education
Date Published: December 2004
Towards Making Achieving Cool: Achievement in Multi Cultural High Schools (AIMHI)
Eight decile one schools with high ratios of Pacific Island students were selected to be part of a developmental project called AIMHI.
Please Note: The AIMHI school listings can be downloaded at the bottom of this webpage.
Author(s): Kay Hawk and Jan Hill
Date Published: December 1996
Training Opportunities: Exploring what happens two months later
This paper builds on previous statistical analysis published by the Ministry of Education on Training Opportunities, a programme designed to help people get into the labour force through providing training and foundation skills.
Author(s): Paul Mahoney, Tertiary Sector Performance Analysis and Reporting Division [Ministry of Education]
Date Published: February 2010
Training Opportunities: Statistical Profile 1999 to 2007
This paper provides participation and labour market outcome analysis of the Training Opportunities programme between 1999 and 2007, using the Training Opportunities administrative dataset. This is the first time this information has been made available in a single analysis.
Author(s): Paul Mahoney, Senior Research Analyst, Tertiary Sector Performance Analysis and Reporting Division [Ministry of Education]
Date Published: September 2009
Transition to Secondary School: A Literature Review
This report contains a review of recent research literature concerning students' transition from primary to secondary schooling, with a focus on the New Zealand context. The report identifies both New Zealand and international literature and in particular discusses findings relating to the impact of transition upon student achievement and adjustment to secondary school.
Author(s): Clive McGee, Richard Ward, Joan Gibbons and Ann Harlow
Date Published: 2003
Trends in fields of study of bachelors degree graduates in New Zealand
This report looks at trends in the fields of specialisation of bachelors degree graduates in New Zealand over the period 2002 to 2006. It uses newly developed, more detailed, and more reliable information on field of study than has previously been available.
Teacher education, business and management, and studies in human society, sales and marketing, law and nursing were the most common fields of specialisation for domestic bachelors graduates in 2006. The fastest growing areas have been biological sciences, law, communication and media studies, and social work and counselling. The fastest declining areas were information technology, teacher education, education studies, and accountancy.
The report also analyses field of study differences between provider types, domestic and international, male and female, and between different ethnic groups.
Accompanying this report is a large range of new tables on field of study.
Provider-based enrolments: field of study Provider-based equivalent full time students (EFTS): field of study Field of specialisation for students gaining qualifications Author(s): David Scott, Tertiary Sector Performance Analysis and Reporting, Ministry of Education
Date Published: April 2009
Trends in measured research quality: An analysis of PBRF Quality Evaluation results
This report analyses the results of the 2003 and 2006 Performance-Based Research Fund (PBRF) Quality Evaluations to identify the demographic and employment-related characteristics associated with change in the measured quality of research produced by around 2,000 staff who participated in both Quality Evaluations.
Author(s): Warren Smart, Tertiary Sector Performance Analysis & Reporting, Ministry of Education
Date Published: July 2008
Trends in the Contribution of Tertiary Education to the Accumulation of Educational Capital in New Zealand: 1981-2001
One of the key determinants of our country’s economic progress is the level of skills in our population, and one of the key ways we track skill levels is by looking at the educational qualifications of our population. This report analyses the accumulation of tertiary education qualifications in the New Zealand resident population over the period 1981 to 2001 using data from the Census and from other sources. The accumulation of qualifications is an index of the human educational capital.
Note: The conclusions of this report are those of the authors and do not necessarily represent the views of the Ministry of Education.
Author(s): James Newell and Martin Perry, Monitoring and Evaluation Research Associates, on behalf of the Ministry of Education
Date Published: November 2006
Truancy Action Survey: A survey of truancy action undertaken in schools
This report documents the results from the truancy action survey carried out in 1996. The results of this survey show that schools are concerned about the problem of truancy, and are attempting to eliminate truant behaviour with the resources available when it is a problem in their school.
Author(s): Jacqui Kerslake Debbie Lange and Ngaire Bennie
Date Published: August 1997
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