Schooling
Evaluation of Te Kotahitanga Phase 5 (2010-2012)
It has implications for policy makers, teachers, middle and senior leaders, principals, providers of professional learning, communities, Boards of Trustees, Ministry of Education staff and other government agencies.
"[An] excellent report", "as New Zealand moves forward with Ka Hikitia, I would hope that ... the data reported in Effectiveness of Te Kotahitanga Phase 5, 2010-12 will be considered carefully" - Quality Assurance by Christine Sleeter, California State University.
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Massey University Early Literacy Research Project
The purpose of this longitudinal research project was to improve the literacy outcomes of new entrant children during, and beyond, their first year of school. Through a series of training workshops and associated materials, teachers were assisted to identify and respond to the specific literacy needs of children. The workshops provided teachers with the knowledge and skills to adopt explicit and systematic word-decoding teaching strategies in their literacy instruction. Effective word decoding skills are a necessary requirement for success in learning to read.
Author(s): James W. Chapman, Alison W. Arrow, Christine Braid, Keith T. Greaney, and William E. Tunmer, College of Humanities and Social Sciences, Massey University.
Date Published: August 2019
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Evaluation of the Retention Pilot Programmes for Māori Medium Beginning Teachers
The Retention pilot programme for Māori medium beginning teachers Initiative, was established under Budget 2013. Six providers were contracted to design and implement new induction and mentoring initiatives that support the retention of beginning teachers in Māori medium schools through the provision of quality teaching in a Māori cultural framework through te reo Māori.
Author(s): Prepared by Nan Wehipeihana, Kirimatao Paipa and Roxanne Smith for Research Evaluation Consultancy Limited - a member of the Kinnect Group
Date Published: July 2019
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Communities of Learning | Kāhui Ako 2017 Survey
This report describes the findings from the second survey of Communities of Learning | Kāhui Ako. The survey took place in October 2017 and looked at the extent to which anticipated changes are occurring in Communities of Learning | Kāhui Ako (Kāhui Ako). Surveys were sent to all 210 Kāhui Ako. Responses were received from 1,515 people in a variety of roles.
The findings suggested that Kāhui Ako is supporting teachers to work together to build teaching expertise and is successfully building a collaborative culture within and across schools.
Issues with the viability of the new career pathways were identified, with a lack of staff cover for release seen as the greatest barrier to progress in Kāhui Ako. The use of evidence to drive actions also appears to be problematic, principally with sharing and comparing data including the constraints of working with different Student Management Systems (SMS).
Author(s): Education Technologies Ltd. Report prepared for the Ministry of Education.
Date Published: June 2019
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Towards digital enablement: A literature review
This report is a literature review looking at digital technology and the role this plays in education.
Author(s): Charles Newton, Commissioned by the Ministry of Education.
Date Published: December 2018
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Equitable digital access to the internet beyond school: A literature review
This report is a literature review looking at equitable digital access to the internet beyond school.
Author(s): Louise Starkey, Elizabeth Eppel, Allan Sylvester, Rana Daoud and Tho Vo, Victoria University of Wellington. Report for the Ministry of Education.
Date Published: December 2018
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Using behavioural insights to reduce unjustified school absences
This report summarises key findings of the Behavioural Insights Team’s (BIT) scoping study on students’ unjustified non-attendance in New Zealand schools. It also suggests strategies that could be trialled to raise students’ school attendance.
Author(s): Lee McCauley and Nathan Chappell, The Behavioural Insights Team; Ministry of Education
Date Published: September 2018
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Post-school labour-market outcomes of school-based NCEA
This report presents some basic statistics on what happens to school leavers in the first few years after school, and what difference school-based NCEA makes on post-school labour market outcomes.
Author(s): David Scott, Tertiary Sector Performance Analysis, Ministry of Education.
Date Published: September 2018
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Achievement and progress in mathematics, reading and writing in primary schooling
Analysis of e-asTTle assessment data, 2011 to 2016. In order to support student learning it is important to continually improve our understanding of student achievement and progress. This project makes use of existing data to contribute to our current knowledge of student achievement and progress.
Author(s): Ministry of Education
Date Published: May 2018
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Evaluation of the Teacher-Led Innovation Fund: Final Report
The purpose of this evaluation was to provide timely and relevant information to:
- Inform continuous improvement of TLIF’s design, implementation and monitoring;
- Complement monitoring and review information sources to provide information about how the fund is operating;
- Expand the knowledge base about the nature of innovative teaching practice, collaborative inquiry, and mobilisation of new knowledge.
Author(s): Associate Professor Claire Sinnema, Dr Mohamed Alansari, and Hana Turner UniServices, University of Auckland. Report for the Ministry of Education.
Date Published: April 2018
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Multi-year Evaluation of Partnership Schools | Kura Hourua Policy, Summary of Findings Across Years
Report includes findings from Year 3 (of 3) - focus on student and whānau experiences
MartinJenkins has now completed a multi-year programme of evaluation and research of the PSKH policy for the Ministry. The evaluation was conducted over a number of years (beginning in 2014) and focused on the eight schools/kura that opened in 2014 and 2015 (not the PSKH sector as a whole).
Author(s): MartinJenkins (Martin, Jenkins & Associates Limited). Report prepared for the Ministry of Education.
Date Published: April 2018
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Teacher-led Innovation Fund (TLIF)
The Teacher-led Innovation Fund (TLIF) is a Ministry of Education initiative designed to support quality practice that improves student achievement and that can be shared and adapted for use across schools and kāhui ako.
Author(s): Various
Date Published: Various
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Teaching Practices, School Practices and Principal Leadership
This report presents a national picture drawn from the Teaching and School Practices Survey Tool (TSP) 2017 aggregated data. The tool was commissioned by the Ministry of Education to provide:
- School-level data that can be used by schools and Kāhui Ako in review and planning to improve teaching and leadership capability
- National data that can be used for evaluating the impact of policy, initially the introduction of Kāhui Ako and changes to professional learning and development.
Author(s): Cathy Wylie, Sue McDowall, Hilary Ferral, Rachel Felgate and Heleen Visser, NZCER. Report for the Ministry of Education.
Date Published: March 2018
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Formative evaluation of the Principal Recruitment Allowance
The Principal Recruitment Allowance (PRA) is an allowance available to boards of trustees in schools which face significant challenges and have a principal vacancy. Its purpose is to attract principals who will provide highly effective management and instructional leadership. This formative evaluation seeks to understand how a programme is operating and inform decision making aimed at improvement.
Author(s): Jo MacDonald and Eliza Stevens, New Zealand Council for Educational Research.
Date Published: February 2018
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'Walking the talk' matters in the use of evidence for transformative education
Invited paper for the International Bureau of Education - UNESCO Project: Rethinking and repositioning curriculum in the 21st century: A global paradigm shift. Evidence, Data and Knowledge, Ministry of Education, Wellington: New Zealand.
Author(s): Adrienne Alton-Lee
Date Published: November 2017
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PISA 2015: Collaborative Problem Solving
Over 4,500 New Zealand students took part in PISA 2015, which included an assessment of their collaborative solving abilities and attitudes towards cooperation. Collaborative problem solving is how an individual works together with others to solve a problem, through establishing and maintaining shared understanding and team organisation. This report summarises the results as they relate to New Zealand students.
Author(s): Steve May, Ministry of Education.
Date Published: November 2017
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How does New Zealand's education system compare? OECD's Education at a Glance 2017
This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2017 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report relates to education in the 2015 or 2016 academic year and the 2014/2015 financial year.
Author(s): Aaron Norgrove and David Scott, Ministry of Education
Date Published: September 2017
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Final Evaluation Report for the Teach First NZ programme pilot: Delivered in partnership with the University of Auckland
This is the final evaluation report of the Teach First NZ programme pilot, delivered in partnership with The University of Auckland. The Teach First NZ pilot programme is an alternative field-based Initial Teacher Education (ITE) two-year programme. The pilot programme operated between 2013 and 2016 with three annual intakes of up to 20 participants.
Author(s): Jenny Whatman, Jo MacDonald, and Eliza Stevens, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.
Date Published: May 2017
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Evaluation of Partnership Schools | Kura Hourua Policy
The Ministry of Education has a clear focus on improving student achievement, and employs a range of approaches to support the sector’s efforts, including provision of strategic leadership, resources, and targeted interventions. Partnership Schools | Kura Hourua (PSKH) is a new policy that provides an innovative addition to this mix.
Author(s): MartinJenkins. Report prepared for the Ministry of Education.
Date Published: May 2017
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Science achievement: What we know from New Zealand's participation in TIMSS 2014/15 and PISA 2015
In 2014 and 2015 New Zealand took part in two large international studies – the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA). TIMSS focuses on the maths and science achievement of Year 5 and Year 9 students. PISA focuses on the reading, maths, and science literacy of 15-year-old students. Both studies also examine the context in which learning takes place.
TIMSS and PISA assessment frameworks have slightly different approaches to science – TIMSS focuses on curriculum, teaching, and learning, while PISA focuses on science literacy for life beyond school for the average student. While still assessing all three areas of literacy (reading, maths, and science), each cycle of PISA has a main focus on only one of these areas – in this cycle it was science.
Author(s): Comparative Education Research Unit, Ministry of Education.
Date Published: May 2017
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Mathematics achievement: What we know from New Zealand's participation in TIMSS 2014/15 and PISA 2015
In 2014 and 2015 New Zealand took part in two large international studies – the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA). TIMSS focuses on the maths and science achievement of Year 5 and Year 9 students. PISA focuses on the reading, maths, and science literacy of 15-year-old students. Both studies also examine the context in which learning takes place.
TIMSS and PISA assessment frameworks have slightly different approaches to maths – TIMSS focuses on curriculum, teaching, and learning, while PISA focuses on maths literacy for life beyond school for the average student. While still assessing all three areas of literacy (reading, maths, and science), each cycle of PISA has a main focus on only one of these areas – in this cycle it was science.
Author(s): Comparative Education Research Unit, Ministry of Education.
Date Published: May 2017