This is the home page for the Initial Teacher Education publication series.

As part of a common focus on teaching quality, the Ministry of Education and the New Zealand Teachers Council wanted to find out more about the quality of Māori-medium and general stream early childhood, primary and secondary initial teacher education in New Zealand, and the quality of graduates from these programmes. A number of pieces of research into initial teacher education were undertaken in 2004 and 2005 to inform future policy and practice.

Author(s): Various

Date Published: Various

This research was jointly funded by the Ministry of Education and the New Zealand Qualifications Authority. We particularly thank Geoff Gibbs and Steve Bargh for their interest, encouragement, and for including us in the professional development sessions.

Author(s): Alex Neill and Teresa Maguire, New Zealand Council for Educational Research, Report prepared for the Ministry of Education.

Date Published: 2006

Ngā Taumatua was developed in 2002 as a 12 month professional development programme for resource teachers of Māori. A subsequent professional development programme called Ngā Taumatua Whakapakari was developed for Ngā Taumatua graduates and has been operating since 2005.

Author(s): Stuart McNaughton, Shelley MacDonald, Julia Barber, Sasha Farry and Heneira Woodard, Research, Ministry of Education.

Date Published: 2006

Category: Māori Medium

Image of PublicationParent Mentoring Initiative Evaluation The Parent Mentoring Initiatives is the forming of relationships between parents and school that enables both parties to contribute more effectively to the education and achievement of students. The evaluation is to assess the effectiveness of Parent Mentoring programmes and to explore the effect they have on student achievement.

Author(s): Ruth Gorinski, Pacific Coast Applied Research Centre. Report prepared for the Ministry of Education.

Date Published: September 2005

The purpose of the PISCPL project is to encourage a closer relationship between Pacific Islands communities and schools and to improve and increase Pacific Islands student achievement across the curriculum. The Pacific Islands School Community Parent Liaison Project Case Study examines the relationship between schools and Pacific Island communities and student achievement in a cluster of four schools.

Author(s): Ruth Gorinski Pacific Coast Applied Research Centre. Report prepared for the Ministry of Education.

Date Published: September 2005

The aim of this report is to present a descriptive summary of similarities and differences between the achievement in reading literacy of New Zealand Year 5 students in 2001 and that of their counterparts in 1990. Year 5 students' achievement is examined in both a national and international setting with reference to the home and classroom context in which reading activities occur.

Author(s): Robyn Caygill and Megan Chamberlain, Research, Ministry of Education.

Date Published: September 2005

This research was funded by the Ministry of Education, as was the first round of Shifting Balances on which it builds.

Author(s): Rosemary Hipkins, Lindsey Conner and Alex Neill. Report prepared for the Ministry of Education.

Date Published: August 2005

This review analyses the literature on the effects of curricula and assessment on pedagogical approaches and educational outcomes, i.e. student achievement. The review looks at whether there are differences between mandated or local curricula in terms of their impact on teaching practice and student learning. It also examines the effects of different assessment regimes including national or state-wide testing, on student learning. It focuses particularly on the role of formative assessment. International and New Zealand research are examined.

Author(s): Malcolm Carr, Clive McGee, Alister Jones, Elizabeth McKinley, Beverley Bell, Hugh Barr and Tina Simpson, The University of Waikato. Report prepared for the Ministry of Education.

Date Published: June 2005

In September 2004 the Ministry of Education undertook a survey of all teachers in state and state integrated schools. The Ministry would like to thank teachers who participated in the 2004 Teacher Census. The information collected by the Teacher Census provides valuable input into planning and policy development of issues affecting the teaching profession.

Author(s): Demographic and Statistical Analysis, Ministry of Education.

Date Published: June 2005

This review, which is one of the literature reviews commissioned as part of the Strategic Research Initiative, examines the impact of family and community resources on student outcomes. It includes international and New Zealand research. In terms of family environment, the review examined various factors which are thought to impact on student outcomes. The review also looked at parental involvement in schools, the impact of genetic influences on student outcomes and the role of peer effects in schools and classrooms.

Author(s): Thomas Nechyba; Patrick McEwan, and Dina Older-Aguilar, Stanford University. Report prepared for the Ministry of Education.

Date Published: June 2005

This analysis of trends in Māori in early childhood education and schools was commissioned for Hui Taumata 2005.

Author(s): Siobhan Murray and Amy Galvin, Education Information and Analysis, Ministry of Education. Commissioned for the Hui Taumata Steering Committee.

Date Published: January 2005

Category: Māori & English medium

This page provides evaluations of the Digital Opportunities Pilot Projects (2001-2003)

Author(s): Various

Date Published: Various

This research, carried out by the Australian Council for Educational Research (ACER) in 2004, looks at the hours worked, the kinds of work performed and the manageability of that work, for principals, middle managers and teachers in New Zealand secondary schools. This study was a recommendation of the Ministerial Taskforce on Secondary Teacher Remuneration which reported in 2003. The research was commissioned by the Ministry of Education.

Author(s): Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis, Helena Barwick, Imelda Carthy and Jenny Wilkinson

Date Published: 2005

The Trends in International Mathematics and Science Study, 2002-2003 (TIMSS-02/03) is the third cycle of this international study of mathematics and science achievement conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). The study was administered in New Zealand and other Southern Hemisphere countries in late 2002 and in Northern Hemisphere countries in early 2003. The study involved students equivalent to New Zealand’s Year 5 and Year 9 students from 25 and 46 countries respectively. This report presents some of the main results for New Zealand at the Year 9 level, placed in an international context.

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

Date Published: December 2004

PISA 2003, the second cycle of a three-yearly survey of 15-year-olds in over 40 countries, concentrates on three key areas of knowledge and skills: reading literacy, mathematical literacy and scientific literacy. This cycle concentrated on mathematical literacy.

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

Date Published: December 2004

NZCER was contracted by the partners in Whaia te iti Kahurangi (Te Runanga o Ngati Porou and the Ministry of Education) to undertake a formative evaluation of the initiative. Whaia te iti Kahurangi (WTIK) is aimed at improving student achievement in Ngati Porou East Coast schools. The evaluation found that significant progress had been made.

Author(s): Cathy Wylie and Vyletta Arago-Kemp

Date Published: 2004

Category: Māori & English medium

This report focuses on reading literacy of low SES 15-year-old students. Using information from the PISA 2000 study, this report reviews educational outcomes and examines the factors associated with high achievement among low SES students.

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

Date Published: November 2004

This report presents findings of an evaluation of the nationwide Introductory Professional Development Programme for teacher aides/kaiāwhina working with students with special educational needs, funded by the Ministry of Education. The evaluation began in 2001, during the development of the programme, through to 2002 when the programme was implemented. The aim of the evaluation was to help provide a clearer picture of how the programme was delivered, what its impact was, and ways to improve this kind of professional development in the future.

Author(s): Marie Cameron, Linda Sinclair, Pauline Waiti and Cathy Wylie, New Zealand Council for Educational Research.

Date Published: October 2004