This is the third annual evaluation report of the Teach First NZ programme pilot, delivered in partnership with the University of Auckland. It confirms that the Teach First NZ programme continues to be effectively and efficiently implemented. Teach First NZ and the University of Auckland’s Faculty of Education continue to find ways to strengthen the programme and to ensure it is well known and...
This paper summarises data on engagement and achievement in science across primary and secondary schools. This information has been collated across national and international studies undertaken over the last 15 years. This information raises key issues for policy and practice and these are discussed briefly.
This report presents findings from a case study at Pakuranga Intermediate on their collaboration with a group of performing and visual artists in 2012-2014. It's part of a wider NZCER investigation into successful and sustained collaborations between schools, communities and professional experts.
We were interested in exploring the extent to which the new kinds of partnerships and...
Immersion education plays a distinct role in language and cultural revitalisation of Māori and other indigenous peoples.
This book summarises research findings on the benefits of immersion education for Māori, their whānau, and their communities.
NZCER’s Families and Communities Engagement (FACE) project investigated ideas and practices involved in bringing together teachers, families, local communities and students to contribute to collective conversations and decisions about education.
This report concerns a sub-project of FACE that aimed to develop and research a process to engage small groups of secondary students in becoming...
This paper makes the case for deep and radical change to New Zealand's approach to science education. It discusses the implications of recent science education research and policy work, and argues New Zealand still has a long way to go to developing a future-oriented science education system. It explores what needs to change and contains suggestions for some first steps.
This report is one of a series written for the Ministry of Education as part of the Curriculum support for science strand of the Science in the Curriculum projects. It places two decades of science curriculum reform in New Zealand in the context of international debate about the “nature of science” (NOS) as a driver of change. It outlines the sort of changes that the NOS focus was expected...
Science capabilities are a set of ideas for teachers to think with about science education. There are five: gathering and interpreting data, using evidence, critiquing evidence, interpreting representations of science, and engaging with science. This paper explores what student progress in developing capabilities might look like. It draws on student responses from a small research project...
This best evidence synthesis is derived from research that provides strong evidence of linkages to learning opportunities, experiences, and outcomes for children.
An important focus of the work is professional development in support of educational practice that is inclusive of diverse children, families, and whänau. Specific emphasis is on evidence related to learning opportunities...
This study describes maternal labour market participation and childcare use in Australia, Sweden, and the United Kingdom, in the context of government support for childcare, and other social/economic policies such as benefits and taxation. While maternal labour market participation in all three countries has increased markedly since the 1960s, each of the three countries in this study has a...