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Reports, Research & Occasional Papers
2010 Reports:
Quality Public Education Early Childhood Education Project
Community Based Early Childhood Education
Strengthening Community-based Early Childhood Education in Aotearoa New Zealand Report for the Quality Public Education Early Childhood Education Project.
 Community-based ECE (0.5mb pdf)
OECD
 OECD report on early childhood care costs
Education Review Office
The Education Review Office (ERO), completes a range of National Reports each year. The latest reports are available below.
Including Students with High Needs
ERO evaluated how well schools included students with high needs. Approximately three percent of the student population have significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment.
Including Students with High Needs
Success for Māori Children in Early Childhood
Improving educational outcomes for Māori learners is a key priority for the education sector. The focus of current education strategies is to improve the way the education system assists Māori learners realise their potential. Early childhood services have a key role in building strong learning foundations to enable young children to develop as competent and confident learners.
Success for Māori Children in Early Childhood
Preparing to give Effect to the New Zealand Curriculum
This is the third in a series of three evaluations of schools’ preparations for giving effect to The New Zealand Curriculum. The three reports are based on evidence gathered by the Education Review Office (ERO) during education reviews conducted from Term 3, 2008 to Term 4, 2009. The previous two reports were completed in January and September 2009.
Preparing to give Effect to the New Zealand Curriculum |
2009 Reports:
Progress in International Literacy Study (PIRLS)
In May 2008 NZEI hosted a national symposium to discuss the Progress in International Literacy Study (PIRLS) 2005-2006 results. As part of NZEI's ongoing quality education and assessment strategy, focus group meetings will be held in Term 2, 2009 to gain primary teachers perspectives on these findings. The report outlining previous focus group discussions from 2008 can be found below.
PIRLS Report (0.3mb pdf)
International Symposium on Assessment for Learning (0.1mb pdf) |
2006 Reports:
Digital Portfolios for Teachers - David Stewart
As schools race to respond to the demands of a modern society, the use of a professional portfolio offers teachers a measure of personal control while at the same time providing evidence of their work and the adaptation of their practice to the needs of their current students. A printed copy has been incuded with the November issue of NZEI Rourou.
Digital Portfolios for Teachers (0.7mb pdf)
Some principles for guiding student learning effectively - Terry Crooks
At NZEI's Good Teaching Seminars in May, the keynote speaker, Professor Terry Crooks, outlined 10 principles for guiding student learning effectively. In the NZEI Occasional Paper sent to schools with the October issue of NZEI Rourou, he explains how the principles can be applied in the classroom and talks about the skills needed to be an effective teacher.
Some principles for guiding student learning effectively (0.6mb pdf) |
2004 Reports:
Men in Primary Teaching in NZ
Ian Livingstone looks at why so few men are entering primary teaching in New Zealand and asks the question - would more men in primary school classrooms have any impact on the achievement of children, boys in particular?
Men in Primary Teaching in NZ (2004) (0.6mb pdf) |
2003 Reports:
Assessment in the Real World - What teachers actually do in the classroom - Mary Hill
In the 1990s the reintroduction of national standards in education through a national curriculum required schools to be accountable for measuring and reporting on their learning outcomes. Primary teachers became caught up in assessment frenzy. How did teachers adapt to constantly changing practices and what impact did it have for learning?
Assessment in the Real World (0.5mb pdf)
Teaching Smarter: Using integrated rich tasks to enhance learning - Irene Cooper
Integrated rich tasks in the classroom engage students and can lead to deep learning, but they require a high level of organisation, commitment and teaching skill.
Teaching Smarter (0.5mb pdf) |
2002 Reports:
Clarifying Leadership: The Role of the Primary School Principal as an Educational Leader - Laurie Thew
Primary school principals face the difficult task of combining their role as school managers with their role as educational leaders. The managerial role is well defined but what exactly does “educational leadership” mean and how is it exercised in New Zealand Schools? Laurie Thew’s research attempts to define the concept of leadership by examining the day to day practice of principals in their schools and isolating the factors that determine effective leadership. This paper also considers the implications for the practice of leadership and offers recommendations for developing it.
Clarifying Leadership (0.3mb pdf)
Towards a model of best practice for integrating ICT across the curriculum - Steve Moss
New Zealand schools make large investments in information and communication technologies yet few are effective in integrating ICT across the curriculum or in using it to develop higher order thinking and information skills. In this research project Steve Moss looked at how a range of schools is using ICT in the classroom, the obstacles and problems they faced and the strategies they developed. Based on his findings, he offers a model of best or effective practice to enhance learning through the use of ICT.
Towards a model of best practice for integrating ICT across the curriculum (0.5mb pdf)
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2001 Reports:
Cattle and Classrooms, the Kiwi Commodities: The Global Free Trade of Education - Stephen Day
New Zealand’s public education system may be threatened by a little known global free trade agreement which would allow private foreign education providers to operate here without restriction.
Cattle and Classrooms, the Kiwi Commodities (0.1mb pdf)
Transient Children: Perceptions of How Often Transient Children Come and Go - Anna Lee
The educational needs of transient children are often overlooked. Without an effective support system in school, transient children may underachieve and run the risk of graduating to the criminal justice system. But schools can do a lot to minimise that risk. Anna Lee’s research shows that effective programmes can significantly enhance these students’ learning and facilitate positive relationships between their families and teachers.
Transient Children (0.1mb pdf) |
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