Teaching in New Zealand: findings from international studies

Publication Details

Grounded in the premise of the importance of teachers, this series synthesises international research data to paint a picture of what different instructional practices look like in New Zealand.

Author(s): Various

Date Published: Various

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  • How often are students being assessed, and for what purposes?

    This paper describes how often students are being assessed, for what purposes, and how assessment relates to academic and non-academic outcomes.

    Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • Are New Zealand teachers adapting their lessons for student needs, and does it matter?

    This paper describes what adaptive teaching looks like in New Zealand using data from international research studies. Examining how often teachers implement adaptive instruction and how confidently they do so shows whether teachers are prepared and willing to use this instructional technique.

    Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • How often are students organised into same and mixed ability groups?

    This paper describes how often teachers and school leaders group students by their ability between and within classes, and where ability grouping practices are most common.

    Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • Reading literacy instruction in English-language countries: similarities and differences

    Using data from PIRLS 2016, this paper presents a comparison of the instructional practices used by teachers in English-language countries and jurisdictions when teaching reading comprehension, drawing attention to the similarities and differences across them.

    Author(s): Megan Chamberlain with Jessica Forkert [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • How much ‘choice’ and ‘voice’ are students given in their lessons?

    This paper describes the level of choice (autonomy) and voice (expression) students are given in their lessons and how these relate to academic and non-academic outcomes. Using data from international research studies, international comparisons can give insight into New Zealand’s relative strengths and weaknesses in this area.

    Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • How much feedback are students receiving from teachers?

    This paper describes how often students are receiving feedback from teachers, what types of students are more exposed to feedback, and how feedback relates to academic and non-academic outcomes.

    Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • Inquiry-based or teacher-directed science? Evidence from PISA

    This paper explores a highly polarised debate in the literature on teaching methods: the effectiveness of inquiry-based science instruction and teacher-directed science instruction in raising students’ scientific competences and wider dispositions towards science.

    Author(s): Adam Jang-Jones [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • Are teachers connecting lessons with students’ lives and prior knowledge?

    This paper describes how often teachers are connecting classroom material to the lives and prior knowledge of their students.

    Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

    Date Published: August 2019

  • Insights for Teachers: Year 7-10 teachers' self-efficacy and job satisfaction

    This is the third 'Insights for Teachers' focusing on TALIS.

    In this Insights for Teachers, we report on teachers’ self-efficacy and job satisfaction, as reported in the OECD Teaching and Learning International Survey (TALIS).

    Author(s): Chris Cockerill, Debra Taylor and Nicola Marshall, Evidence, Data and Knowledge, Ministry of Education.

    Date Published: February 2016

  • Insights for Teachers: How teachers and principals of Year 7-10 students use their time

    This is the second 'Insights for Teachers' focusing on TALIS.

    In this 'Insights for Teachers' we report on the activities of New Zealand teachers and principals, and the high levels of job satisfaction they reported in the OECD Teaching and Learning International Survey (TALIS).

    TALIS asked Year 7-10 teachers how they spent their time for a randomly chosen Year 7-10 class from their current timetable and how much work time they spent on various activities in a recent week. Their principals were asked about how they divided their time over a school year.

    Author(s): Chris Cockerill, Debra Taylor and Nicola Marshall, Evidence, Data and Knowledge, Ministry of Education.

    Date Published: September 2015

  • Insights for Teachers: A profile of teachers who teach Year 7-10 students and their principals

    In this 'Insights for Teachers' we report on the first New Zealand findings from the OECD Teaching and Learning International Survey (TALIS).

    TALIS asks teachers who teach students in any of Years 7, 8, 9 or 10, and their principals, about the conditions that contribute to their learning environments: their work, their schools and their classrooms.

    Author(s): Chris Cockerill, Debra Taylor and Nicola Marshall, Evidence, Data and Knowledge, Ministry of Education.

    Date Published: July 2015

  • Insights for Teachers: New Zealand student self-belief and confidence, and implications for achievement

    Findings and implications from PISA for teaching and learning mathematics.

    Author(s): Ministry of Education.

    Date Published: May 2015

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