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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.

Visit: Evaluation of Te Kotahitanga Phase 5 (2010-2012) Best Evidence Synthesis (BES) Programme

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  • How does New Zealand's education system compare? OECD's Education at a Glance 2013

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2013 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report mostly relates to education in 2011.

    Author(s): David Scott, Ministry of Education.

    Date Published: September 2013

  • National Education Network Trial Extension: Evaluation Report

    This report summarises the findings from the evaluation of the National Education Network Trial Extension (NEN Trial). It focuses on changes to teachers’ practices and the learning experiences of their students as a result of their school’s participation in the NEN Trial from July 2011 through to July 2012. Findings reported include respondent perceptions of the impact of the NEN Trial, their confidence, attitudes and values regarding digital technologies, the professional development they have experienced and the use of digital technologies in teaching and learning.

    Author(s): Lorrae Ward (PhD) with the support of Patrick Marentette and Kane Meissel, Cyperus Limited. Report prepared for the Ministry of Education.

    Date Published: June 2013

  • School ICT Infrastructure Survey

    The School ICT Infrastructure Survey provides information about the current state of ICT infrastructure in New Zealand schools, how they are currently using technology and what they would find valuable in terms of content and services to enhance teaching and learning.

    Author(s): Schools Infrastructure Group, Ultra-fast Broadband in Schools, Ministry of Education.

    Date Published: April 2013

  • PISA 2009: Reading Workbook

    This workbook examines key findings on New Zealand 15-year-old students' reading performance from the Programme for International Student Assessment 2009 (PISA 2009) and explores their implications.

    Author(s): Maree Telford, Research Division, Ministry of Education.

    Date Published: March 2013

  • PISA 2009: Reading to Learn: New Zealand 15-year-olds' reading habits, learning approaches and experiences of teaching practices

    This report investigates the reading habits and learning approaches examined in PISA 2009, with a focus on gender and a particular emphasis on boys. It also briefly examines the attitudes of 15-year-olds' parents/whānau to reading, and their (or someone else in the home's) involvement in literacy-related activities with the child during their first year of schooling and when they are 15-years-old. Teaching practices used in the students' English classes, student-teacher relationships and the disciplinary climate in the classroom are also examined.

    Author(s): Maree Telford, Research Division, Ministry of Education.

    Date Published: March 2013

  • Secondary Literacy

    National and international evidence suggests that in many education systems, including New Zealand, large numbers of students graduate from or leave school without the levels of literacy and language knowledge and skills needed for successful 21st century living.

    The education research literature identifies that there are many challenges in meeting the literacy demands of upper primary and secondary schooling. In New Zealand, adolescent literacy interventions, such as the Secondary Literacy Project (SLP), are part of a wider strategy for addressing underachievement, especially for Māori and Pasifika students.

    Author(s): Woolf Fisher Research Centre, University of Auckland.

    Date Published: March 2013

  • Evaluative study of co-located schools established following the Christchurch earthquake

    The key purposes of this study were to describe the co-location arrangements made by the schools in Christchurch following the earthquake and to identify the impact to date (August 2011) of co-location on students families teachers and schools.

    Author(s): Vince Ham, Gina Cathro, Michael Winter and Josephine Winter, CORE Education Limited.

    Date Published: December 2012

  • Evaluation of literacy and mathematics additional learning programmes for students 2011

    This research report outlines the findings of an evaluation of the Literacy and Mathematics: Programmes for Students 2011, a Ministry of Education initiative to provide additional teacher time to enable selected schools to organise programmes for students who were assessed as ‘below’ or ‘well below’ the National Standards in mathematics, reading or writing. This initiative allowed a primary or intermediate school to design programmes in mathematics, reading or writing for a group of students to work intensively with a selected teacher.

    Author(s): Bronwen Cowie, Clive McGee, Mira Peter, Merilyn Taylor and Junjun Chen, University of Waikato.

    Date Published: November 2012

  • National Standards: Survey of Parents and Whānau 2011

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

    Describing results from a survey of parents and whānau, this report focuses on how schools use information from National Standards to report to and communicate with parents and whānau. The survey was designed to collect information about the extent to which parents and whānau understand the information in their child’s report about their achievement in relation to National Standards and the ways in which families can support learning at home. Consistent with this aim, the views described in this report represent the ways in which parents and whānau have interpreted end-of-year reports rather than an objective analysis of report content. Differences between these perspectives and the findings of a direct analysis of reports are identified.

    Author(s): Gill Thomas and Jenny Ward, Maths Technology Limited.

    Date Published: September 2012

  • National Standards: School Sample Monitoring & Evaluation Project 2011

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

    Looking at the extent to which National Standards were operating as intended in 2011, the project focused on Overall Teacher Judgments (OTJs), reporting to parents, reporting to the board of trustees through student achievement targets and identifying students for intervention. In mid-2011 the project team interviewed principals, and collected copies of schools’ student achievement targets and analysis of variance reports. At the end of 2011 they collected OTJs for students from the sample schools, as well as a sample of students’ end-of-year reports. There were also surveys of groups of teachers, principals, and board of trustees' chairpersons. The teacher survey used assessment scenarios to collect information about teachers’ judgments using the National Standards.

    Author(s): Jenny Ward and Gill Thomas, Maths Technology Limited

    Date Published: September 2012

  • Parents, Families and Whānau and their Information Needs

    This report describes the main findings from research that provides valuable, in-depth insights about the information and communication needs of parents, families and whānau when they are:

    • choosing a school for their child
    • seeking information about their child’s school so that they can assess and compare their child’s learning progress and achievement with other students at the same level, and know how to ask appropriate questions
    • determining their individual child’s learning, progress, achievement, next learning steps and wellbeing.

    Author(s): Colmar Brunton. Report for the Ministry of Education

    Date Published: September 2012

  • National Standards: School Sample Monitoring and Evaluation Project

    In 2010 the Ministry commissioned a three year monitoring and evaluation project to get a broad overview of the implementation of National Standards in a representative sample of English-medium state schools with Year 1 – 8 students. The National Standards School Sample Monitoring and Evaluation (NSSSME) Project is contracted to Maths Technology Ltd, an independent evaluation company with specialist expertise in literacy, numeracy, educational assessment and evaluation. The project is led by Dr Gill Thomas.

    The project collects monitoring and evaluation information from a sample of English-medium state schools as they introduce and implement National Standards in reading, writing and mathematics (Years 1-8). The project tracks the progressive impact of the implementation of National Standards in schools over time, so its focus changes as the implementation focus in schools does.

    Author(s): Gill Thomas and Jenny Ward, Maths Technology Limited.

    Date Published: Yearly

  • How does New Zealand's education system compare? OECD's Education at a Glance 2012

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2012 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report mostly relates to education in 2010.

    Author(s): David Scott, Ministry of Education.

    Date Published: September 2012

  • Supporting future-oriented learning and teaching: A New Zealand perspective

    This research project draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education. The report discusses some emerging principles for future learning, how these are currently expressed in New Zealand educational thinking and practice and what they could look like in future practice.

    Author(s): Rachel Bolstad and Jane Gilbert, with Sue McDowall, Ally Bull, Sally Boyd and Rosemary Hipkins, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

    Date Published: June 2012

  • Learning more about support staff in schools: Results from surveys of principals & support staff members

    This research report presents results from surveys of principals and school support staff members carried out in late 2010 in a random sample of schools. It complements an earlier report School Support Staff: Collectively Making Resources Count (May 2011), produced by the Support Staff Working Group. The Working Group was established as a shared initiative between the New Zealand School Trustees Association (NZSTA), the New Zealand Educational Institute Te Riu Roa (NZEI), and the Ministry of Education. Through a process of consultation and research this tripartite Working Group sought, among other things, to 'identify and assess whether there are potential workforce issues which are seen to hinder the effective use of support staff'.

    Author(s): Research Division

    Date Published: December 2011

  • How does New Zealand's education system compare? OECD's Education at a Glance 2011

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2011 and summarises the characteristics and performance of New Zealand's education system in an international context. This year's report mostly relates to education in 2009.

    Author(s): David Scott, Ministry of Education.

    Date Published: September 2011

  • An Evaluation of the Language & Culture Immersion Experiences for Teachers Programmes: Their Impact on Teachers and their Contribution to Effective Second Language Learning

    This report was commissioned in 2008 by the Ministry of Education to determine the effectiveness of the language and culture immersion experiences for teachers on Language and Culture Immersion Experiences (LCIE) programmes. This report provides recommendations which will inform future language and culture immersion initiatives and assist with our long term planning for languages support and delivery. It covers a research period from 2005 to 2009.

    Author(s): AUT University

    Date Published: August 2011

  • National Standards: School Sample Monitoring & Evaluation Project 2010

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

    This report covers implementation in sample schools during 2010 and describes the extent to which National Standards were operating as intended. It summarises key findings for the two major areas of focus for the study in 2010 – Overall Teacher Judgments (OTJs), and reporting to parents, families, and whānau. The report also summarises perspectives of principals and boards of trustees. Data includes OTJs of students’ achievement in relation to the National Standards, copies of students’ end-of-year reports, and survey data from principals, teachers, and Board of Trustees chairpersons.

    Author(s): Gill Thomas and Jenny Ward, Maths Technology Limited.

    Date Published: August 2011

  • School Support Staff - Collectively Making Resources Count

    In this project, the Support Staff Working Group’s brief was to consider what could be done, within current school management and funding arrangements, to optimise the efficiency and effectiveness of the support staff workforce in contributing to learning outcomes for students. Current policy setting with regard to the funding of support staff was outside the terms of reference for this project.

    This report of the Working Group is centrally about the characteristics of support staff in New Zealand schools and about management capability and practices in schools with respect to the employment of support staff.

    Author(s): Education Workforce, Schooling

    Date Published: July 2011

  • PISA 2009: Digital readers at age 15: Results from the PISA 2009 Electronic Reading Assessment

    The Electronic Reading Assessment is a new and innovative component of PISA that acknowledges the increasing relevance of electronic text and recognises its importance as a feature of reading. Those students who took part in the Electronic Reading Assessment (ERA) were given a 10 minute practice session and then asked to complete a 40 minute computer based assessment. The texts used in this assessment were hypertexts. Hypertexts are where the user has navigation tools and features that allow them to move through pages of text freely in numerous ways.

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

    Date Published: June 2011

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