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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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  • PISA 2003: Mathematics skills for tomorrow’s world

    This PISA-03 thematic report assesses the ability of New Zealand 15-year-old students to apply their mathematical knowledge, skills and competencies in ways that will help them in the world outside school.

    Author(s): Ministry of Education

    Date Published: November 2009

    Released on Education Counts: 02 December 2009

  • PISA 2003: Science skills for tomorrow’s world

    This PISA-03 thematic report explores the ability of New Zealand 15-year-old students to apply their science knowledge and skills to real-life situations.

    Author(s): Ministry of Education

    Date Published: November 2009

  • PISA 2003: Learning for tomorrow’s world: Brochure

    This brochure summarises the key findings of the PISA 2003 study, which included a series of five thematic reports for a more comprehensive analysis.

    Author(s): Ministry of Education

    Date Published: November 2009

  • PISA 2003: Problem-solving for tomorrow’s world

    This PISA-03 thematic report explores the problem-solving skills of New Zealand 15-year-old students. The problem-solving component examines their overall capacity to solve problems in real-life situations beyond the context of the school curriculum.

    Author(s): Ministry of Education

    Date Published: November 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

  • Learning from the Quality Teaching Research and Development Programme (QTR&D): Findings of the external evaluation

    The Quality Teaching Research and Development Programme (QTR&D) was a bold and ambitious pilot development and research project. It was designed as an exploratory programme to understand more about quality teaching for Māori and Pasifika students, within designated contexts (literacy, numeracy, social studies and science) and across different language settings (English, Māori and Samoan bilingual).

    Author(s): Lorna M. Earl, Ph.D. Director, Aporia Consulting Ltd. with Helen Timperley, Ph.D. and Georgina M. Stewart, Ed.D.

    Date Published: May 2009

    Category: Māori & English medium

  • 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

  • High level executive summary: Quality teaching, research and development Samoan bilingual hub

    The focus of this summary is the Samoan bilingual hub. This QTR&D hub was set up to improve the quality of teaching and learning (pedagogy and student outcomes) in Samoan bilingual school settings. The project outcomes will inform policy, and future research and development work with teachers in schools.

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

    Date Published: May 2009

  • High level executive summary: Quality teaching, research and development English medium settings

    The Quality Teaching Research and Development Project (QTR&D) was funded by the Ministry of Education. The exploratory project was developed collaboratively between the ministry, university academics, research facilitators, schools, teachers, students and their communities.

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

    Date Published: May 2009

    Category: English Medium

  • Paraprofessional Practice in ESOL Programmes:

    Part 1: Description and evaluation of paraprofessional practices in supporting initial reading programmes

    This document reports on the first part of a two year study on the practices of ESOL (English for Speakers of Other Languages) paraprofessionals working with ELL (English Language Learner) migrant students in initial reading programmes.

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

    Date Published: April 2009

  • Teaching and Learning in Middle Schooling: A Review of the Literature

    This paper is a summary of a review of literature carried out in 2007 for the Ministry of Education by Dinham and Rowe of the Australian Council for Educational Research.

    Their review, and the summary presented here, are components of a Ministry research programme focused on teaching and learning in the middle schooling years. Other projects within the programme include: a "Study of Students’ Transition from Primary to Secondary Schooling"; an investigation of the skills, knowledge and values that may be required by teachers to most effectively meet the needs of Years 7 to 10 students; and an in-depth analysis of ‘student engagement’ during the middle schooling years.

    Author(s): Ministry of Education

    Date Published: March 2009

  • How much difference does it make? Notes on understanding, using, and calculating effect sizes for schools

    A good way of presenting differences between groups or changes over time in test scores or other measures is by ‘effect sizes’, which allow us to compare things happening in different classes, schools or subjects regardless of how they are measured. This booklet is designed to help school staff to understand and use effect sizes, and includes handy tips and warnings as well as useful tables to calculate effect size values from change scores on standardised tests.

    Author(s): Ian Schagen, Research Division [Ministry of Education], Edith Hodgen [NZCER]

    Date Published: March 2009

  • Competent Children, Competent Learners

    This is the home page for the Competent Children, Competent Learners publication series.

    The Competent Children, Competent Learners project is a longitudinal study undertaken by the New Zealand Council for Educational Research (NZCER) which focuses on a group of about 500 young people from the greater Wellington region.

    Seven phases of the project have now been completed - the first when the students were near age 5, the next when they were at age 6 and then at ages 8, 10, 12,14 and 16. A further phase is currently underway collecting data from the sample of young people at age 20.

    Author(s): Various

    Date Published: Various

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