Curriculum

  • Report on the New Zealand National Curriculum, 2002: Australian Council of Educational Research

    As part of the New Zealand Curriculum Stocktake, the New Zealand Ministry of Education commissioned the Australian Council of Educational Research to prepare a commentary on the New Zealand National Curriculum. Sue Ferguson conducted the project as a commissioned consultant to ACER.

    Author(s): Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow, Debbie Oliver, Sarah Tiakiwai and Karen MacKenzie. Report prepared for the Ministry of Education.

    Date Published: 2003

  • A constellation of prospects: A review of STAR (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, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

    Date Published: 2003

  • 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, Research, Ministry of Education.

    Date Published: 2003

  • Curriculum Stocktake: Report to Minister of Education September 2002

    This is a report from the Ministry of Education to the Minister and Associate Minister of Education. IT IS NOT A STATEMENT OF GOVERNMENT POLICY. A Curriculum Stocktake project paper was considered by Cabinet early in 2003. The curriculum stocktake report analyses the recent New Zealand curriculum reform experience in terms of: * the appropriateness of the New Zealand curriculum and te marautanga o Aotearoa in the current educational, social and economic climate * the purposes of these curricula * the quality of these curricula in contributing to improved student outcomes, meeting the expectations of a range of stakeholders and against comparable international curricula. Published: September 2002

    Author(s): Ministry of Education

    Date Published: September 2002

  • Preventing negative Matthew effects in at-risk readers: A retrospective study

    This study is part of the project "An Investigation of Language-Related and Cognitive-Motivational Factors in Beginning Literacy Achievement". Data were collected from students during 1996 and 1997, and compared with the performances of students from the same schools involved in an earlier longitudinal study that ran from 1993 to 1995. Author: William Tunmer, James Chapman and Jane Prochnow Published: June 2002

    Author(s): William Tunmer, James Chapman and Jane Prochnow, Massey University. Report prepared for the Ministry of Education.

    Date Published: June 2002

  • The structure of relationships between language-related factors, achievement-related beliefs, gender and beginning reading achievement

    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 Tunmer, James Chapman and Jane Prochnow, Massey University. Report prepared for the Ministry of Education.

    Date Published: June 2002

  • New Zealand Stocktake: An international critique

    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): Joanna Le Métais, National Foundation for Educational Research UK. Report prepared for the Ministry of Education.

    Date Published: February 2002

  • Review of future-focused research on teaching and learning

    This Review is based upon information retrieved from the world wide web about recently completed or on-going large-scale international research initiatives which are future-focused and specifically about teaching and learning. The Review has two parts - a report and an annotated bibliography. The report identifies, discusses and evaluates major themes and patterns to emerge from the material retrieved. It also discusses the state of the futures field in education, considers some key policy issues and suggests some areas for further research. The annotated bibliography contains 97 individual template entries organised by theme. The appendices provide a comprehensive listing of all major web-sites visited and the supplementary material reviewed. Indexes at the end organise the templates by major theme and by country or region.

    Author(s): John Codd, Mark Brown, John Clark, Jan McPherson, Helen O'Neill, John O'Neill, Hine Waitere-Ang and Nick Zepke, Institute for Professional development and Educational Research Massey University College of Education.

    Date Published: 2002

  • What makes for effective teacher professional development in ICT?

    Since 1999, the Ministry of Education has provided funding for clusters of schools to develop three year ICT professional development programmes for their teachers. 23 clusters were initially approved in 1999. This evaluation of the initial clusters between 1999 and 2001 focused on:

    • assessing the ingredients for successful cluster models of ICT teacher professional development;
    • the effects of the professional development on classroom teaching and student learning;
    • wider school effects of the professional development such as planning and administration.

    Author(s): Vince Ham, with Alison Gilmore, Annelise Kachelhoffer, Donna Morrow, Peter Moeau and Derek Wenmoth, Christchurch College of Education.

    Date Published: 2002

  • PISA 2000: Overview of selected New Zealand findings

    The Overview focuses on information taken from the full report in areas where teachers and families can respond to students' different learning needs. It also captures what their principals said about the schools they attend.

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

    Date Published: 2002

  • PISA 2000: The New Zealand context

    The New Zealand context to the PISA 2000 study is the focus of this report, published in August 2002. The performance of sub-groups of 15-year-olds is examined with particular emphasis on boys and girls and different ethnic groupings. Factors associated with achievement including attitudes to learning, the school and family environment are examined in the report.

    Author(s): Fiona Sturrock and Steven May, Comparative Education Research Unit, Ministry of Education.

    Date Published: 2002

  • Educators' use of the Online Learning Centre (Te Kete Ipurangi) 1999-2001

    Te Kete Ipurangi (TKI) is a web site giving teachers and principals access to teaching, education information, and communication with colleagues. This evaluation of TKI looked at the effectiveness of the site in meeting the needs of teachers and principals in terms of its key functions of providing with: * quality teaching and learning resources, * information on educational issues and developments, * opportunities for interaction with colleges in public or private areas of the site around common interest areas.

    Author(s): Vince Ham and Derek Wenmoth, Christchurch College of Education. Report prepared for the Ministry of Education.

    Date Published: 2002

  • PISA 2000: Assessing Knowledge and Skills for Life: New Zealand Summary Report

    Published in December 2001, this report is a summary of the international results that focuses on the achievement of New Zealand students.

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

    Date Published: December 2001

  • Feedback from schools on the draft document German in the New Zealand curriculum: A research report

    In February 2001, draft national curriculum guidelines for German were released for discussion and comment. To provide information on how well the draft guidelines assist and support teachers in the planning and delivery of effective German language programmes, a survey of schools which offered German in 2000 was undertaken. The main aim of the research was to obtain feedback from schools on the draft guidelines "German in the New Zealand Curriculum" to contribute to the writing of the final document. This report outlines the key findings of this research.

    Author(s): Jacquie Kerslake and Maree Telford, Research, Ministry of Education.

    Date Published: November 2001

  • 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. Report for the Ministry of Education.

    Date Published: November 2001

  • Feedback from schools on the draft document French in the New Zealand curriculum: A research report

    In February 2001, draft national curriculum guidelines for French were released for discussion and comment. To provide information on how well the draft guidelines assist and support teachers in the planning and delivery of effective French language programmes, a survey of schools which offered French in 2000 was undertaken. The main aim of the research was to obtain feedback from schools on the draft guidelines "French in the New Zealand Curriculum" to contribute to the writing of the final document. This report outlines the key findings of this research.

    Author(s): Jacquie Kerslake amd Maree Telford, Research, Ministry of Education.

    Date Published: November 2001

  • Questioning gender: Snapshots from explaining and addressing gender differences in the New Zealand compulsory school sector

    The material in this report is drawn directly from an earlier, much larger report, Explaining and Addressing Gender Differences in the Compulsory School Sector: A Literature Review by Dr Adrienne Alton-Lee and Dr Angelique Praat. The aim of the earlier report, which was released in July 2000, was to:

    • review the available literature relating to identifying and explaining gender differences
    • describe strategies used to address gender differences
    • and report available evidence of the effectiveness of those strategies

    The present report presents selected research examples and ideas from the main report and provides practical insights into issues of gender for teachers in the classroom.

    Author(s): Adrienne Alton-Lee and Angelique Praat, Research, Ministry of Education.

    Date Published: 2001

  • 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. Report prepared for the Ministry of Education.

    Date Published: 2001

  • School Entry Assessment: June 1997-Dec 2000

    To achieve early success at school, a child needs to link what is being taught with past experiences and existing knowledge, understandings and skills. Teachers help children to make these links by learning about each child through observation and assessment, and by designing programmes that enable the child to use existing understandings and skills as they participate in the classroom programme.

    Author(s): Di Davies, Research, Ministry of Eductaion.

    Date Published: 2001

  • Explaining and addressing gender differences in the New Zealand compulsory school sector

    This review was commissioned by the Ministry of Education to explain gender differences in compulsory education during the period 1989-1999. It has a particular focus on primary, Māori and Pacific students, and disparities by gender in participation, achievement and social outcomes. The review explores assessment patterns for each of the seven curriculum areas and considers available research in the light of these patterns. Over 450 studies are reviewed

    Author(s): Adrienne Alton-Lee, Angelique Praat, Research, Ministry of Education.

    Date Published: 2000

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