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Rosemary is a Chief Researcher at NZCER.
Areas of expertise:
- curriculum and assessment
- key competencies
- secondary education
- science education
Current projects:
Rose's current research programme includes ongoing investigations of the
implementation of the New Zealand Curriculum (2007) and in particular:
- the nature of key competencies and their impact on the taught curriculum in
different learning areas
- alignment of the curriculum and the NCEA, and other ongoing NCEA-related
issues
- science teaching and learning for the 21st century, including teaching for
"systems thinking" in science
- issues and challenges in relation to assessment for learning and
evidence-based decision-making in teaching
Rose is leading the 2009 National
Survey of Secondary Schools.
The 21st Century Schools project is investigating how two newly established
secondary schools implement and sustain their educational vision, and the
challenges they face in doing so.
A second phase of Curriculum Implementation study is under way in the Curriculum Exploratory Studies II
project. The final report of the first round is available at: Curriculum
Implementation Exploratory Studies: Final Report. In the CIES project
researchers from NZCER and Waikato University are working with a range of
schools to document similarities and differences in their approaches to giving
effect to the New Zealand Curriculum in their schools.
Together with Bronwen Cowie from the University of Waikato, Rose was
co-leader of the first of three conference series to mark the 75th Anniversary
of NZCER in 2009: NZCER Curriculum Conference Series: The Collaborative Path to
Implementation. The conference proceedings is now available from NZCER Press: The Collaborative Path to
Implementation.
With other NZCER researchers Rose has now worked on three completed Kick Starts packs to
support the implementation of key competencies.
Selected Publications
Publications related to school curriculum and key competencies:
Hipkins, R. (2009) Meaning making
for democratic participation. Paper presented at AARE Conference,
Canberra, Tuesday December 1, 2009.
Hipkins, R. (2009). The role of inquiry in 21st century learning in English.
English in Aotearoa, 69, 28-35.
Hipkins, R., & Twist, J. (2009). Children's literary engagements with
texts: Preliminary findings from the Lifelong Literacy research project. In M.
Sinclair (Ed.), A journey of discovery: Facilitating the initiation and
application of schooling research (pp. 31-41). Auckland: Cognition
Institute.
Hipkins, R., Cowie, B. and Boyd, S. (2009). The collaborative path to
implementation: Insights from the NZCER Curriculum Conference Series.
Wellington, NZCER Press.
Cowie, B., Hipkins, R., Boyd, S., Bull, A., Keown, P., McGee, C., with
Bolstad, R., Cooper, B., Ferrier-Kerr, J., Hume, A., Mckim, A., Moreland, J.,
Morrison, M., Spiller, L., Taylor, M., & Yates, R. (2009). Curriculum
Implementation Exploratory Studies: Final report. Wellington: Ministry of
Education. www.educationcounts.govt.nz/publications/curriculum/57760/1
Joyce, C. and Hipkins, R. (2009, September). Assessment dilemmas when “21st century”
learning approaches shift students into unfamiliar terrain. Paper
presented at International Association for Educational Assessment 35th annual
conference, 13-18 September, Brisbane, Australia.
Wylie, C., Hipkins, R. and Hodgen, E. (2009). On the edge of adulthood:
young people's school and out-of-school experiences at 16. Wellington,
Ministry of Education.
Hipkins, R., Cowie, B., Boyd, S., & McGee, C. (2008). Themes from the
Curriculum Implementation Case Studies. Ministry of Education. http://nzcurriculum.tki.org.nz/.
Hipkins, R. with Shanks, L. and Denny, M. (2008). Early experiences of longer
learning periods at Alfriston College. set:
Research Information for Teachers, 1, 44-50.
Hipkins, R. (2008). The "something more" in key competencies.
set: Research Information for Teachers, 3, 35-37.
Hipkins, R. (2008). Longer learning periods for the secondary school day:
What does research say? set: Research Information
for Teachers, 1, 40-43.
Hipkins, R. (2007). Course innovation in the
senior secondary curriculum: a snapshot taken in July 2007. Report
prepared by NZCER for the Ministry of Education. [ 562KB PDF ]
Hipkins, R. (2007). Engaging teachers in curriculum change. Curriculum
Matters, 3, 123-138.
Hipkins, R. (2006). Key competencies:
Challenges for implementation in a national curriculum. In B.
Webber (Ed.), Key
Competencies: Repackaging the old or creating the new? Conference proceedings
2006. Wellington: New Zealand Council for Educational
Research.
Hipkins, R. (2006). The
nature of the key competencies: A background paper. Wellington: Report
prepared by NZCER for the Ministry of Education. [ 682KB PDF ]
Hipkins, R. (2006). Learning
to do research: Challenges for students and teachers. Wellington: New
Zealand Council for Educational Research.
Hipkins, R. (2005). Learning
to "be" in a new century: Reflections on a curriculum in transition.
Curriculum Matters, 1, 71-86.
Hipkins, R. (2005). Thinking
about the key competencies in the light of the intention to foster lifelong
learning. set: Research Information for
Teachers, 3, 36-38.
Publications related to assessment and NCEA:
Hipkins, R. (2009) Determining meaning for key competencies via assessment
practices. Assessment Matters, 1, 4-19.
Hipkins, R. (2009) Designing extended, creative learning experiences and
gathering evidence of success in meeting competency-related curriculum goals: a
case study of innovation in a New Zealand school. Paper presented at IAEA
conference, Brisbane, September.
Joyce, C. and Hipkins, R. (2009, September). Assessment dilemmas when
“21st century” learning approaches shift students into unfamiliar
terrain. Paper presented at International Association for Educational
Assessment 35th annual conference, 13-18 September, Brisbane, Australia.
Hipkins, R. (2007). Assessing
key competencies: why would we? How could we? Wellington: Ministry of
Education. [ 272KB PDF ]
Hipkins, R. (2007). Course
innovation in the senior secondary curriculum: a snapshot taken in July
2007. Wellington: New Zealand Council for Educational Research.
Hipkins, R., Conner, L., & Neill, A. (2006). Shifting
balances 2: The impact of the NCEA implementation on the teaching of geography
and home economics. Report to the Ministry of Education. Wellington:
Ministry of Education. [981KB PDF]
Hipkins, R., & Neill, A. (2006). Shifting
balances: The impact of level 1 NCEA on teaching of mathematics and science.
Report to the Ministry of Education. Wellington: Ministry of Education.
[1.8MB PDF]
Hipkins, R., Boyd, S., & Joyce, C. (2005). Documenting
learning of the key competencies: What are the issues? New Zealand
Council for Educational Research. [726KB PDF]
Hipkins, R., & Vaughan, K., with Beals, F., Ferral, H.,
Gardiner, B. (2005). Shaping our
futures: Meeting secondary students' learning needs in a time of evolving
qualifications. Final report of the Learning Curves project.
Wellington: New Zealand Council for Educational Research.
Hipkins, R. (2004). Changing school
subjects for changing times. Paper presented at PPTA Conference:
Charting the future, The Way Forward for Secondary Education, 18–20 April 2004,
Wellington.
Hipkins, R. (2004). The
NCEA in the context of the knowledge society and national policy
expectations. New Zealand Annual Review of Education, 14,
27-38.
Hipkins, R., Vaughan, K., Beals, F., & Ferral, H. (2004). Learning
curves: Meeting student learning needs in an evolving qualifications regime:
Shared pathways and multiple tracks: A second report. Wellington: New
Zealand Council for Educational Research.
Hipkins, R., & Vaughan, K. (2002). From cabbages to
kings, a first report: Learning curves: Meeting student needs in an evolving
qualifications regime. Wellington: New Zealand Council for Educational
Research.
Publications related to NZCER National Surveys:
Hipkins, R. (2010). The evolving
NCEA. Wellington: New Zealand Council for Educational Research.
Schagen, S., & Hipkins, R. (2008). Curriculum
changes, priorities and issues: Findings from the NZCER secondary 2006 and
primary 2007 national surveys. Wellington: New Zealand Council for
Educational Research.
Hipkins, R. (2007). Taking the pulse
of NCEA. Wellington: New Zealand Council for Educational Research. www.nzcer.org.nz/default.php?products_id=1983
Hipkins, R., & Joyce, C. (2007). School
planning and reporting: Is it making a difference to student learning?
New Zealand School Principal, 22 (2), 11-12.
Hipkins, R., Joyce, C., & Wylie C. (2007). School planning and
reporting in action: The early years of the new framework. Wellington:
New Zealand Council for Educational Research. www.nzcer.org.nz/default.php?products_id=1846
Hipkins, R., with Hodgen, E. (2004). National
survey of secondary schools 2003. Wellington: New Zealand Council for
Educational Research.
Publications related to science education:
Hipkins, R. (2010) Should students learn to ‘read’ science writing from the media?. New Zealand Science Teacher, 124, 4-6.
Hipkins, R. (2010) Engaging students
in science. New Zealand Science Teacher, 123, 37-40.
Hipkins, R. (2009) Complex or
complicated change? What can biology education learn from disciplinary
biology? New Zealand Science Teacher, 122, 33-35
Hipkins, R. (2009) Where to now for school science?
set reprints 2009, 1-5.
Bolstad, R., & Hipkins, R. (2008). Seeing
yourself in science: The importance of the middle school years. The New
Zealand Council for Educational Research.
Hipkins, R., Bull, A., & Joyce, C. (2008). The
interplay of contexts and concepts in primary school children’s systems
thinking. Journal of Biological Education, 42(2), 73-77.
Joyce, C., Bull, A., Hipkins, R., & MacIntyre, B. (2008). Putting the
Nature of Science strand into the water cycle. set:
Research Information for Teachers, 2, 10-15.
Bull, A., Hipkins, R., Joyce, C., & MacIntyre, B. (2007). Kick Starts; Key
Competencies: The water cycle: A science journey: teacher's notes.
Wellington: NZCER Press.
Hipkins, R. (2007). The revised curriculum in an international context.
New Zealand Science Teacher, 116, 33-34.
Hipkins, R. (2007). A closer look at the content/context dilemma. New
Zealand Science Teacher 115: 30-32.
Bull, A., Joyce, C., & Hipkins, R. (2007). Thinking about the "big
picture": how can school science contribute? set: Research
Information for Teachers, 1, 15-20.
Hipkins, R. (2006). Ontological possibilities the rethinking teaching on
the "nature of science". Unpublished PhD thesis, Deakin University.
Hipkins, R., Roberts, J., Bolstad, R., & Ferral, H. (2006). Staying in
science 2: Transition to tertiary study from the perspectives of New Zealand
Year 13 science students. Wellington: Report prepared for the Ministry
of Research, Science and Technology.
Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the 'nature
of science': Modest adaptations or radical reconceptions? International
Journal of Science Education, 27 (2), 243-254.
Hipkins, R., & Bolstad, R. (2005). Staying in science: Students'
participation in secondary education and on transition to tertiary
studies.Wellington: Report prepared for the Ministry of Research,
Science and Technology. [311KB PDF]
Hipkins, R., & Kenneally, N. (2003). Using NEMP to inform
the teaching of scientific skills. A report to the NEMP
Board. Wellington: New Zealand Council for Educational Research.
Hipkins, R. et al. (2002). Curriculum,
Learning and Effective Pedagogy: a literature review in science
education. Wellington: Ministry of Education. [ 1.5MB PDF ]
Hipkins, R., Stockwell, W., Bolstad, R., & Baker, R. (2002). Commonsense,
trust and science: How patterns of beliefs and attitudes to science pose
challenges for effective communication. Wellington: Ministry of
Research, Science and Technology. [ 794KB PDF ]
Email: rose.hipkins@nzcer.org.nz |
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