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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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  • National Standards: School Sample Monitoring and Evaluation Project

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

    Author(s): Maths Technology Limited. Report for the Ministry of Education.

    Date Published: October 2010

  • How does New Zealand's education system compare? OECD's Education at a Glance 2010

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2010 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 2008.

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

    Date Published: September 2010

  • Involving Children and Young People in Research in Educational Settings

    This report examines theory, practice and ethical considerations when involving children and young people as participants in research and evaluation projects. As will become evident throughout the report, it is not possible to provide definitive answers to many of the questions and issues that arise in this area. We have instead attempted to ‘open up’ some of the ethical, theoretical and methodological issues. It is intended that the report will promote informed, mindful, and respectful practices that also meet national and international standards for methodological rigour.

    Author(s): Edited by Judith Loveridge, Victoria University of Wellington, Jessie Hetherington Centre for Educational Research

    Date Published: September 2010

  • Social and Economic Indicators of Education

    This report uses data from the 2008 New Zealand General Social Survey to explore how a range of 30 social and economic indicators vary with education. It provides evidence supporting known economic benefits, and new evidence on a range of social indicators, including health and safety, voting, volunteering, social cohesion, national identity, tolerance and environmental practices.

    Author(s): David Scott, Tertiary Sector Performance Analysis and Reporting, Ministry of Education.

    Date Published: August 2010

  • Education Statistics of New Zealand

    This is the home page for the Education Statistics of New Zealand publication series. These publications provide basic information on the education sector.

    Basic information is provided for early childhood education, primary and secondary schooling, and tertiary education.  Education Statistics of New Zealand is provided in Booklet format (PDF downloads) and in Statistical Table format (MS Excel downloads).

    Author(s): Data Management and Analysis Division, Ministry of Education

    Date Published: Annually

  • 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.

    Author(s): Nicola Durling, Lisa Ng, and Penny Bishop. Report prepared for the Ministry of Education

    Date Published: June 2010

  • Student Engagement in the Middle Years of Schooling (Years 7-10)

    A Literature Review

    Research undertaken in New Zealand and other countries consistently suggests that student engagement in school and learning decreases during the middle years of schooling. The aim of this literature review, which was undertaken by Evaluation Associates and Massey University on behalf of the Ministry of Education, was to explore the relationship between academic engagement and student achievement and what can be done to raise levels of engagement in New Zealand schools.

    Author(s): Robyn Gibbs, Evaluation Associates Ltd and Dr Jenny Poskitt, Massey University. Report prepared for the Ministry of Education.

    Date Published: June 2010

  • Easing the Transition from Primary to Secondary Schooling: Helpful information for schools to consider

    The present report is the last in a series of three. Each report presents findings from a Ministry of Education project A Study of Students’ Transition from Primary to Secondary Schooling .

    Author(s): Ministry of Education.

    Date Published: June 2010

  • The Education of Years 7 to 10 Students: A focus on their teaching and learning needs: Full Report

    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.

    Author(s): Nicola Durling, Lisa Ng, and Penny Bishop. Report prepared for the Ministry of Education.

    Date Published: June 2010

  • Enhancing and Igniting Talent Development Initiatives: Research to determine effectiveness

    This report presents the findings from research involving five Talent Development Initiatives for improving outcomes for gifted and talented students or their teachers. The purpose of the research was to consider how well the objectives of each participating initiative had been achieved, how the initiative contributed to improved outcomes for gifted and talented learners or their teachers, and how planning to continue to meet the learners’ needs after 2008 had been considered.

    Author(s): Tracy Riley and Roger Moltzen, Massey University. Report prepared for the Ministry of Education.

    Date Published: March 2010

  • Evaluation of Teacher Professional Development Languages (TPDL):

    For teachers of languages in years 7-10 and the impact on language learning opportunities and outcomes for students

    This study was carried out during 2008 and aims to inform the Ministry about the TPDL and the impact on language learning opportunities and outcomes for students.

    Author(s): Sharon Harvey, Clare Conway, Heather Richards & Annelies Roskvist, AUT University

    Date Published: December 2009

  • How effective is the current Resource Teacher Learning and Behaviour cluster model?

    This Ministry of Education commissioned ERO report looks at a representative sample of Resource Teacher Learning and Behaviour (RTLB) clusters and evaluates the effectiveness of their governance and management of the RTLB resource in their cluster.

    RTLB work as itinerant teachers in clusters of schools. They support students with learning and behaviour difficulties and build teacher capability in working with diverse groups of students.

    Author(s): Education Review Office

    Date Published: November 2009

  • PISA (Programme for International Student Assessment)

    The Programme for International Student Assessment (PISA) is an international study that is administered on a three-yearly basis. The study assesses how well 15 year-old are prepared to meet the challenges of today’s society. PISA assesses three key areas of knowledge and skills: reading literacy, mathematical literacy and scientific literacy, and has a focus on one these learning areas in each administration.

    Author(s): Various

    Date Published: Various

  • Indicators Live: Education at a Glance 2009, Results for New Zealand

    This report "How does New Zealand's education system compare?" draws on the New Zealand results in OECD's Education at a Glance 2009 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 2007.

    Author(s): Strategy and System Performance, Ministry of Education.

    Date Published: September 2009

  • Paraprofessional practice in ESOL programmes:

    Part 2: Evaluation of paraprofessional English Language Assistants’ professional development programme

    This report forms the second part of a two year study on the practices of ESOL paraprofessionals working with ELL migrant students.

    Author(s): Dr Sharon Harvey, Heather Richards and Karen Stacey, AUT University. Report prepared for the Ministry of Education.

    Date Published: September 2009

  • Evaluation of the Inservice Teacher Education Practice Project (INSTEP)

    INSTEP was a research and development project aimed at improving the quality of inservice teacher education. The project, carried out by the Ministry of Education, set out to improve knowledge and understanding about effective inservice teacher education, develop greater consistency and coherence in the practice of inservice teacher educators (ISTEs) and trial approaches that would lead to improvements in their practice. This evaluation report offers insights into the way in which participating in INSTEP has contributed to bringing about shifts in knowledge, skills and expertise of ISTEs and identifies early indicators of change resulting from the project.

    Author(s): Meenakshi Sankar, MartinJenkins. Report prepared for the Ministry of Education.

    Date Published: August 2009

  • Background of students in Alternative Education: Interviews with a selected 2008 cohort

    This report presents the findings from a research project carried out in 2008 on the educational histories and pathways of alternative education (A.E.) students in New Zealand.

    Author(s): Dr Keren Brooking and Ben Gardiner, with Dr Sarah Calvert, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

    Date Published: July 2009

  • Motivation and achievement at secondary school

    The relationship between NCEA design and student motivation and achievement: A three-year follow-up (Full Report)

    This report encompasses the two final years of a four-year longitudinal investigation of the relationship between student achievement and motivation.

    Author(s): Luanna Meyer, Kirsty Weir, John McClure, Frank Walkey, and Lynanne McKenzie, Jessie Heterington Centre for Educational Research and the School of Psychology, Victoria University of Wellington. Report for the Ministry of Education.

    Date Published: July 2009

  • Motivation and achievement at secondary school

    The relationship between NCEA design and student motivation and achievement: A three-year follow-up (Summary Report)

    This Longitudinal Research on the NCEA and Student Motivation and Achievement reports the results of the final two years of a four year research project to investigate relationships between the National Certificate of Educational Achievement (NCEA) and how students think about their learning and achieve academically in secondary school. This is the summary report, the full report from which this summary report is derived will be available from mid-July.

    Author(s): Luanna Meyer, John McClure, Kirsty Weir, Frank Walkey, and Lynanne McKenzie, Jessie Hetherington Centre for Educational Research and the School of Psychology, Victoria University of Wellington. Report for the Ministry of Education.

    Date Published: June 2009

  • High level executive summary: Quality teaching, research and development Māori-medium

    The focus of this summary is on the Māori-medium which involved a university team, two school based hubs (settings) of teachers with in-service teacher educator support and a provider to support on-line communication and materials development.

    Author(s): Developed from research coordinators’ original reports with their agreement.

    Date Published: May 2009

    Category: Māori-medium

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