We are an independent educational research organisation generating the ideas, questions, tools, products and services to meet educational needs now and for the future. NZCER has a proud history and a deep commitment to Māori education.
Photograph: The senior classroom at Oruaiti School, Mangonui, November 1959.
From Elwyn Richardson's In the Early World (3rd ed), published by NZCER Press.
"The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning but also about the nature of learning itself." This occasional paper by Australian Council for Educational Research (ACER)chief executive Geoff Masters(pictured) explores the different assessment approaches and the often unhelpful messages they give to learners.
New resources have been released to support science education in New Zealand schools. The 60+ new teaching resources show how to adapt existing resources to help students develop science capabilities. They can be found on the TKI website.
This paper analyses responses to questions about National Standards in NZCER's 2013 National Survey of Primary and Intermediate Schools. NZCER chief researcher Cathy Wylie presented the findings to the New Zealand Association for Research in Education (NZARE) conference in Dunedin on Thursday 28 November.
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 resource is designed to answer some common questions asked by teachers about assessing the Key Competencies. It includes a DVD in which teachers and students talk about their ideas and experiences.
This issue of set highlights the importance of deeply knowing one’s students and also knowing oneself as teacher. It stimulates an array of questions about student and teacher identity. Who are your students? How...