Issue 5: October-December 2010

Language instruction to children with hearing loss requires the highest level of competency at the earliest age levels in order to optimize neural plasticity providing the child the best opportunity to develop age or cognitively appropriate language development. This document addresses the need for children with hearing loss and their families to have high quality opportunities in visual communication, as we would also strive to provide for auditory/spoken language communication.

This literature review has focused on the needs of those deaf children for whom visual communication through a Sign Language is beneficial for their educational development. The aim is to allow the sector to constantly and critically re-examine its work and approaches, as is called for in the literature (Schick et al 2006).

This paper asks how tertiary education can deliver better value to the economy. It is based on a presentation given at the New Zealand conference of the Association of Tertiary Education Management in Auckland in July 2010.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

This report describes the Centre of Innovation (COI) action research project carried out by Hutt Family Day Care (HFDC) in Lower Hutt, Wellington from January 2006 to end of 2007.

A report from the School-Communities strand of the Education Employment Linkages Project (EEL). Research Report No. 6 published on behalf of the EEL Research Programme by AERU Research Unit, Lincoln University, PO Box 84, Lincoln 7647, New Zealand.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This report provides a high level picture of New Zealand’s 15-year-old performance in reading literacy (main focus), mathematical literacy and scientific literacy. It compares New Zealand’s results with other top- and high-performing countries. In July and August 2009 4,643 New Zealand 15 year-old students from 163 New Zealand schools took part in PISA 2009.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

The purpose of this review is to outline international trends in the education of students with special educational needs, with the aim of informing the Ministry of Education’s current review of special education.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This is the 2010 annual monitoring report for the Tertiary Education Strategy. It provides baseline data to monitor progress against the 2010-15 Strategy. The report is framed around the seven priority areas of the Strategy. Each section discusses key indicators relating to the priority, includes a summary of key points and identifies key challenges for achieving the goals of the Strategy.

The report is accompanied by a set of cross-strategy indicators that provide enduring measures of the overall health of the tertiary education system. These can be downloaded as an excel spreadsheet.

This book is intended for teachers of languages at all levels in New Zealand schools. It has two principal aims:

1. to present a set of general, research-based principles that can serve teachers as a guide to effective language teaching and as a basis for evaluating their own teaching;
2. to present case studies of teachers’ beliefs and instructional practices, informed by the general principles, as models of teaching that language teachers can use as a basis for reflecting on their own beliefs and practices.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This is the first of a series of publications based on the results of the International Civic and Citizenship Education Study (ICCS). This report focuses on New Zealand Year 9 students' achievement in civic knowledge in comparison with their peers from other countries.

This report synthesises the inputs, outputs and outcomes of the government’s tertiary education expenditure over the period 2005 to 2009 in eight key funds. In total, these funds distributed around $4.3 billion to providers and students in 2009.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

This report presents data on state and state-integrated schools that offered Reading Recovery in 2009, and the students who received support from this intervention. In general, the results for 2009 were consistent with trends observed in previous years.

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

In 2007, Victoria University was contracted by the Ministry to produce an external evaluation of the effectiveness of Te Kotahitanga. It is the first external evaluation of Te Kotahitanga.

This summary report outlines the key findings of the evaluation of Te Kotahitanga in 22 schools from phase three and four of the programme, from 2004 – 2008. Substantive findings from the evaluation report concluded that Te Kotahitanga is a sound and effective process for improving classroom teaching and learning for Māori students.

The full technical report is available on Education Counts.

Category: English Medium

In 2007, Victoria University was contracted by the Ministry to produce an external evaluation of the effectiveness of Te Kotahitanga. It is the first external evaluation of Te Kotahitanga.

This is the full technical report of the evaluation of Te Kotahitanga in 22 schools from phase three and four of the programme, from 2004 – 2008. Substantive findings from the evaluation report concluded that Te Kotahitanga is a sound and effective process for improving classroom teaching and learning for Māori students.

A summary report, that outlines the key findings is available on Education Counts.

Category: English Medium

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

The Annual Report for 2010 provides information on the scheme and those who borrowed from it in 2009, as well as the financial schedules for the fiscal year to 30 June 2010.

This year’s report is structured so that the information aligns with the outcomes framework developed by the agencies that manage and administer the scheme. Key findings in the report are:

• The nominal value of loan balances was $11.145 billion as at 30 June 2010
• 199,000 students borrowed from the loan scheme in 2009 (71% of eligible students)
• As at 30 June 2010 587,500 people had a student loan with Inland Revenue for collection
• The median repayment time for those who left study in 2006 is forecast to be 6.5 years

This Summary Report summarises an evaluation of three Education for Sustainability (EfS) professional development programmes being funded by the Ministry of Education: the Enviroschools Programme, the National EfS (NEfS) Team and Mātauranga Taiao. It is supported by a more extensive Overview Report (Part One in Related Pages) on the evaluation of these three initiatives and an individual report on each initiative (Parts Two-Four in Related Pages).

This is the first report from the National Standards School Sample Monitoring and Evaluation Project 2010-2013, a 3 year monitoring and evaluation project on National Standards implementation in a representative sample of schools.

This report covers the results from a survey of 82 principals from schools in the project’s sample, and an analysis of sample schools’ formats for reporting to parents in mid-year reports for 2010.