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This report documents views and experiences of NCEA from NZCER's 2012 National Survey of Secondary Schools. Responses from teachers (1266) and principals (177) predominate, but the report also reflects the responses from parents (1477) and trustees (289). Full details of the sample are in the overview report, Secondary schools in 2012.
This report contains the main findings from NZCER's 2012 national survey of secondary schools. The survey draws on responses from more than half the country’s secondary school principals and from hundreds of teachers, parents and members of boards of trustees and was carried out in July and August 2012.
It is part of a national survey series conducted by NZCER since 1989 to track issues and trends across the education system.
It’s a big deal to become an apprentice. You’ve decided you’d like to get trade qualified and your boss thinks you’re worth the time and effort. That’s why they signed you into a training agreement. While on the surface things might seem a little overwhelming, it’s not out of control. In fact it’s really under your control. So now is a good time for you to take charge of your apprenticeship because let’s face it – it’s your apprenticeship, your qualification and your career!
This report discusses findings from the Transforming Industry-Led Assessment of On-Job Learning project. The project has been a collaboration between the New Zealand Council for Educational Research (NZCER) and the Building and Construction Industry Training Organisation (BCITO), funded by Ako Aotearoa. The project’s aim was to shed more light on systems of on-job assessment generally by focusing on one ITO specifically—the BCITO—and its improvements in organisational capability in order to improve outcomes for learners.
The report presents the findings of a research project which asked whānau about the issues they wanted to see addressed in Māori education. The summary contains the key messages from the project, the methodology and an overview of the comments from whanau made during kōrero ā-whānau and wānanga.
School science, the ‘smart’ economy, ‘networked’ science and ‘wicked’ problems: Is there a connection? Should there be? In this article, in keeping with the theme of this issue of NZ Science Teacher, I look at one of the four pressure areas I listed: changes to the work of being a scientist (and to the world of work generally).
At the heart of all new programmes, initiatives, policies or curriculum documents designed for school settings is an attempt to change some aspect of school practice. Therefore, an understanding of the key messages and lessons learnt about effectively managing change in schools is important background for anyone trying to implement new approaches in school settings.
This report is concerned with the key transition support system of school-based career education. We argue that long-standing deficiencies in career education require a new framework to address young people’s needs. We discuss exploratory research with two schools on how career management competencies can be put into practice to provide this new framework. We suggest that career management competencies have the potential to be a transformative “core service” in career education.
This paper is an initial exploration of the integration of work and learning and is intended to inform NZCER's Learning at Work research programme. It shows how the traditional separation between work and learning is being challenged and looks at what that means for education professionals, institutions and programmes. The paper considers the major formal learning spaces and how they broadly map to models of integration with particular drivers for learning, theories of learning and favoured pedagogical approaches.
This report discusses the impact of NCEA on schools' and teachers' thinking about curriculum. It was funded from NZCER's purchase agreement with the Ministry of Education and is intended to draw on and contribute to NZCER's ongoing NCEA-related research. It explores how innovative teachers and schools think about and enact curriculum change enabled by NCEA.
This working paper was written as part of a 2010-11 project called Changing Minds, which was funded by NZCER's purchase agreement. The paper discusses NZCER’s research in the broad area of future-focused public and community engagement with education. It questions our role as researchers, asking whether we should be in the business of knowledge building, or using our research knowledge to actively support and sustain change. In the past we have done a bit of both, with varying degrees of success.
This paper 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 to deliver, why they were seen as a good idea and the challenges encountered in other countries. It then comes back to the New Zealand experience, tracing the development of the science learning area in the New Zealand Curriculum. The paper poses questions about what needs to happen next in science curriculum development.
This is a milestone report for the MInistry of Education on the e-Learning in science project. It explores the possibilities that exist for e-in-science to enhance student engagement and learning in science. It draws on data from a survey of 343 New Zealand teachers.
Ally Bull with Rachel Bolstad and Lorraine Spiller
This report documents the first phase of a project looking at school–science community engagement initiatives. It was carried out for the Ministry of Education as part of the Science community engagement project, which is part of a wider programme of work on science in the curriculum.
This report for the Ministry of Education analyses the results of a short online survey of teachers. The survey asked about teachers' access to a range of resources that support teaching and learning in science. The survey drew on responses from 343 teachers in New Zealand primary and secondary schools. The findings will help inform the ongoing work of the three projects within the Science in the Curriculum programme of work.
