Sally Robertson, Sally Boyd, Rachel Dingle and Katrina Taupo
Travellers is an early intervention programme run by Skylight for students (generally in Year 9) in New Zealand secondary schools.In order to build on existing studies on Travellers, Skylight commissioned the New Zealand Council for Educational Research (NZCER) to conduct an external evaluation that explored the short- and medium-term outcomes for the young people who took part in this programme in 2008 or 2009. This study
began in April 2011 and finished in January 2012. The overarching evaluation questions were:
NZC at primary and intermediate level: Findings from the NZCER National Survey of Primary Schools 2010
This report is part of our national survey series, which is funded through NZCER's purchase agreement with the Ministry of Education. It focuses on the implementation of the New Zealand Curriculum (NZC) in primary and intermediate schools. The NZC was published in 2007 and by 2010, implementation was expected to have been well underway.
Christensen, Sandy, Reschly, Amy and Wylie, Cathy (Eds)
NZCER chief researcher Cathy Wylie co-edited this book, and chief researcher Rosemary Hipkins and senior researcher Charles Darr contributed chapters. Drawiing on research from a range of disciplines, the book explores the indicators of student engagement, the link to motivation, and the impact of family, peers, and teachers on engagement at different levels of schooling. Findings on the effectiveness of classroom interventions are discussed in detail.
How can teachers support young people in thinking about and crafting these pathways? Over the period of their working lives, there is a high likelihood that young people will seek (or be required) to develop in changing occupations, to move into many (possibly different) jobs at different times in life, and to manage learning opportunities or requirements (at tertiary institutions, in the workplace) throughout life. In such a dynamic environment, when the jobs in which many young people will be employed don’t yet exist, is it possible to talk about ‘future-proofing’?
Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building.
This paper provides more detail and practical examples of what is meant by a "library of experiences" in the paper by the same author, Primary science education for the 21st century: How, what, why?
This paper provides more detail and practical examples of what is meant by a "junior version of the whole game of science" in the paper by the same author, Primary science education for the 21st century: How, what, why?
Professional collaboration within schools, supporting ongoing adult learning, is one of the most promising ways to improve student performance. This paper charts teacher experiences of a range of collaborative activities in New Zealand schools. Although these schools enjoy considerable flexibility that should support such collaboration, national survey data shows that it varies widely and is not widespread at the high school level.
Around 40% of adults in Aotearoa, New Zealand have literacy and numeracy skills below a level needed to use and understand the increasingly difficult texts and tasks that characterise a knowledge society and information economy: hence increasing Literacy, Language and Numeracy (LLN) is a key strategic priority for the government, and the nation.
Marie Cameron, Jenny Whatman, Helen Potter, Keren Brooking, Sally Robertson, and Dominic Madell
This study sought to understand more about how literacy, language, and numeracy (LLN) skills gained in workplace literacy and numeracy courses are developed, utilised, and transferred within workplaces. A literature review on the transfer of workplace learning (Cameron et al, 2010) provided a framing for the analysis of six case studies that were conducted during 2010. These ‘cases’ were a variety of workplaces that offered LLN courses funded by the Workplace Literacy Fund and delivered by external training providers.
Marie Cameron, Rose Hipkins, Josie Lander, and Jenny Whatman
This literature review is the first stage of a two-stage research project by the New Zealand Council for Educational Research (NZCER) for the Department of Labour. The project addresses the ways employees transfer, utilise, and develop literacy, language, and numeracy (LLN) skills in the workplace; the conditions that enable this to happen; and the short- to medium-term outcomes for employees and workplaces. The second stage will consist of case studies in workplaces where workplace LLN learning programmes are being offered.
This summary gives some key findings from the age-20 phase of the Competent Learners study. If you would like to know more, please look at our main report (Forming Adulthood: Past, present and future in the experiences and views of Competent Learners @ 20 ), and our follow-up report (Tracks to Adulthood—Post-school experiences of 21-year-olds: The qualitative component of Competent Learners @ 20 ).
Chapter 37: Developing a leadership for learning capability throughout a system, where schools exercise considerable autonomy, challenges policymakers to work with principals and researchers to develop coherent approaches. This chapter outlines the shift in New Zealand from a focus on the principal as the school chief executive to a current focus on the principal’s pivotal role in leadership of the ways teachers work together to improve student learning.
This paper describes some of the findings from an evaluation of the Fruit in Schools (FiS) initiative. It outlines how the community development and health promotion approaches used by FiS schools offered students increased leadership opportunities. Findings are presented which show how supporting students to lead change can contribute to a range of positive outcomes.
Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, USA, April 8-12, 2011.
