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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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  • An evaluation of the use and integration of readymade commercial literacy packages into classroom programmes

    This research identifies effective teacher practice for integrating commercially-produced readymade learning materials into classrooms to meet student learning needs. The research focused on practice with respect to literacy packages but the findings have resonance for other curriculum areas. The project investigated how low decile schools integrated five selected reading packages into their classroom reading programmes over two years, and identified effective practice around identifying and diagnosing student needs, selecting appropriate packages based on these needs, implementing the package and ongoing monitoring and evaluation. Sustainability was also considered.

    Author(s): Judy Parr, Margaret Aikman, Earl Irving and Kathryn Glasswell. Report prepared for the Ministry of Education.

    Date Published: February 2004

  • Raising Māori students' achievement in Te Taitokerau

    This publication is a summary of the Evaluation of Te Putahitanga Matauranga. Te Putahitanga Matauranga (TPM) is an education improvement and development project aimed at raising Māori students' achievement in Te Taitokerau (the Far North). TPM encompasses 78 schools in the Far North from Cape Reinga to Towai.

    Author(s): Margie Hohepa, Kuni Jenkins with Jo Mane, Dale Sherman-Godinet and Sharon Toi, The International Research Institute for Māori and Indigenous Education, University of Auckland. Report prepared for the Ministry of Education.

    Date Published: February 2004


    Category: Māori & English medium

  • Evaluation of the Secondary Schools Arts Co-ordinators Project to support the Arts in the New Zealand curriculum

    This evaluation reviewed the effectiveness of Secondary Schools Arts Coordinators Project. It looked at the effectiveness of the project in meeting its objectives and was designed to be able to inform the Project in future years. The Secondary Schools Arts Coordinators Project was designed to support 'The Arts in the New Zealand Curriculum' by assisting schools to provide additional enriching learning opportunities to students across the four Arts disciplines. Through the Project, schools are able to employ an Arts Coordinator to coordinate these opportunities, to ease the responsibilities of specialist secondary school arts teachers.

    Author(s): Kathleen Murrow, Emanuel Kalafatelis, Nicky Ryan and Di Davies, Research, Ministry of Education.

    Date Published: 2004

  • An Evaluation of Three Programmes in the Innovations Funding Pool

    This project concerns evaluations of three programmes - Cool Schools, Kiwi Can and Tū Tangata - supported in 2002 from the Innovations Funding Pool. The main purpose of the evaluation is around the sustainability, adaptability and the transferability between schools of the programmes selected, and the extent to which and how the programmes have variously brought about positive (academic, social and behavioural) change for students, particularly those at risk of poor educational achievement.

    Author(s): K. Murrow, E. Kalafatelis, M. Fryer, N. Ryan, A. Dowden, K. Hammond and H. Edwards

    Date Published: 2004

  • Evaluation of the Te Kauhua Māori Mainstream Pilot Project

    Te Kauhua is a professional development pilot project which provides schools with opportunities to address Māori student achievement in mainstream settings. The evaluation identified common transformative processes which resulted in sustained professional growth amongst teachers.

    Author(s): M. Tuuta, L. Bradnam, A. Hynds and J. Higgins with R. Broughton. Report prepared for the Ministry of Education.

    Date Published: 2004


    Category: English Medium

  • Teachers' experiences in curriculum implementation: General curriculum, the arts, and health and physical education

    This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, 2002-2003. This is the final report in a series which investigates teachers' experiences in teaching from the New Zealand curriculum.

    Author(s): Clive McGee, Ann Harlow, Thelma Miller, Bronwen Cowie, Mary Hill, Alister Jones and Ariana Donaghy, The University of Waikato. Report Prepared for the Ministry of Education.

    Date Published: 2004

  • Survey of Overseas Teachers

    This is the home page for the Survey of Overseas Teachers publication series. See below for a general description of the publication or follow one of the links to view the publication for that year.

    Author(s): Vijayantimala Anand and Sharon Dewar

    Date Published: Annually

  • Analysis and Use of Student Achievement Data

    This group of five studies reports on aspects of the AUSAD initiative in Mangere and Otara that is designed to improve the capacity of the schools to analyse, share and learn from their student achievement information.

    Author(s): Helen Timperley in association with Linda Smith, Judy Parr, Jennifer Portway, Sarah Mirams, Suzanne Clark, Mali Allen and Jill Page. Report prepared for the Ministry of Education.

    Date Published: 2004


    Category: English Medium

  • The extent, nature and effectiveness of planned approaches in New Zealand schools for providing for gifted and talented students

    This research was commissioned in response to a recommendation made in the report from the Working Party on Gifted Education and to inform the Ministry of Education's development of policy for the education of gifted and talented students. The purpose of the research was to determine how schools provide for these students and the efficacy of these approaches. This report highlights the main findings from the research.

    Author(s): Tracy Riley, Jill Bevan-Brown, Brenda Bicknell, Janis Carroll-Lind and Alison Kearney, Institute for Professional Development and Educational Research. Report prepared for the Ministry of Education.

    Date Published: 2004

  • Language Acquisition Research

    This research report is a compilation of papers presented at the Language Acquisition Forum held in 2003. The papers were written and presented by educationalists who have had wide experience in both research and teaching in the field of language acquisition and bilingual development. The report will provide the Ministry of Education with possible strategies to support schools and teachers who offer bilingual and immersion education, and the children and whanau who participate in these programmes.

    Author(s): Research Division, Ministry of Education

    Date Published: 2004

    Category: Māori Medium

  • Like Writing off the Paper: Report on Student Learning in the Arts

    This research investigates the characteristics of student learning in the arts, and notes the implications for teachers of the arts. The report also identifies some indicators for teaching and learning beyond the arts.

    Author(s): Chris Holland and Peter O’Connor. Report prepared for the Ministry of Education.

    Date Published: 2004

  • PIRLS 2001: New Zealand's Year 5 Student Achievement 2001

    Progress in International Reading Literacy Study (PIRLS)

    This document provides comprehensive national level information from New Zealand's participation in the Progress in International Reading Literacy Study (PIRLS) in November 2001. As well as reporting achievement results for Year 5 students, it includes home, class, and school contextual information in both a national and international setting.

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

    Date Published: 2004

  • An evaluation of the technical and methodological aspects of the School Entry Assessment Kit

    School Entry Assessment (SEA) is an instrument designed to assess schools entrants' skills in early literacy, early numeracy, and oral language. It was first introduced in New Zealand schools in 1997. The primary purpose of SEA is to provide diagnostic data for teachers to use to improve student learning. The Australian Council for Educational Research was contracted by the Ministry of Education in 2001 to evaluate the technical and methodological aspects of SEA. The purpose of the evaluation was to provide information which would enhance the collation and analysis of SEA data. The results from this evaluation are contained in the following report.

    Author(s): Prue Anderson, John Lindsey, Wolfram Schultz, Christian Monseur and Marlon Meiers, ACER. Report prepared for the Ministry of Education.

    Date Published: 2004

  • Initial Teacher Education: Research on Initial Teacher Education in New Zealand 1993-2004

    Literature Review and Annotated Bibliography

    The primary purpose of this project is to analyse New Zealand research about initial teacher education, and present findings in the form of an annotated bibliography and a literature review of initial teacher education in New Zealand from 1993 to the present. It is intended that the findings will inform future policy and practice and identify key areas for further research.

    Author(s): Marie Cameron and Robyn Baker, New Zealand Council for Educational Research. Report prepared for the Ministry of Education.

    Date Published: January 2004

  • Bilingual/Immersion education: Indicators of good practice

    Based on a review of national and international research on bilingualism and bilingual/immersion education, this report explores effective approaches for bilingual education. While the focus was on Māori-medium education, the indicators of good practice can also be applied to other bilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.

    Author(s): Stephen May, Richard Hill and Sarah Tiakiwai, University of Waikato. Report prepared for the Ministry of Education.

    Date Published: 2004


    Category: Māori Medium

  • Strengthening education in Mangere and Otara

    Strengthening Education in Mangere and Otara (SEMO) is a Ministry of Education intervention designed to increase the capacity of the schools and communities of Mangere and Otara to offer high quality learning environments for children. This is the third and final evaluation report on the SEMO initiative. Three separate studies are considered in this report: School Governance, Reporting to Parents, and Perceptions of Pasifika Student Achievement.

    Author(s): Viviane Robinson and Helen Timperley in association with Lorrae Ward, Lili Tuioti, Violet Tu'uga Stevenson, Sue Mitchell. Report prepared for the Ministry of Education.

    Date Published: 2004

  • Results of the School Board of Trustees Elections

    These reports summarise information on the triennial boards of trustees elections, and mid-term elections. The reports focus on the election of parent representatives to school boards of trustees.

    Boards of trustees of state and state integrated schools must hold elections for parent and staff representatives every three years. A board may also decide to adopt a mid-term election cycle where half the number of its parent representatives are elected at a mid-term election (18 months after the triennial election) and the remainder are elected at the triennial election.

    Triennial elections were held in 1998, 2001,2004, 2007, and 2010.

    A by-election can occur at any stage in the election cycle if an elected trustee leaves the board and thereby creates a casual vacancy. Although the major changes in board membership occur in triennial election years, there is still some fluctuation in intervening years due to casual vacancies, by-elections, and mid-term elections.

    Author(s): Ministry of Education

    Date Published: Various

  • PIRLS 2001: Summary Sheet

    Progress in International Reading Literacy Study (PIRLS)

    A summary sheet of New Zealand's Year 5 student achievement in the 2001 Progress in International Reading Literacy Study (PIRLS) assessment.

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

    Date Published: December 2003

  • Shifting Balances: The impact of Level 1 NCEA on the Teaching of Mathematics and Science

    This small-scale project investigated changes in teaching and learning in 18 case study schools, nine in mathematics and nine in science, as the NCEA implementation beds in at Year 11.

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

    Date Published: December 2003

  • Improving English Language Outcomes for Students Receiving ESOL Services in New Zealand Schools, with a Particular Focus on New Immigrants

    This research was commissioned to inform the review of the current ESOL (English Speakers of Other Languages) strategy. The report details the outcome of a review of the literature identifying good practice for teaching and learning in the compulsory school sector for Non-English Speaking Background Students (NESB) and describes the results from an investigation of the ways in which schools provide for and meet the language needs of their NESB students.

    Author(s): Margaret Franken and Johanne McComish. Report prepared for the Ministry of Education.

    Date Published: June 2003

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