You are here
Research publications from our research teams.
The latest publications are shown by default. Refine your search using the filters below. Press CTRL + click to select more than one option in a group.
This report draws on a 3-year evaluation of induction and mentoring in New Zealand early childhood education settings and schools, carried out for the Education Council (previously NZ Teachers Council). The research included surveys of provisionally certificated teachers and their mentors, as well as case studies. The study sought to establish the impact of shifting from advice and guidance to educative mentoring.
This is the third evaluation report of the Teach First NZ programme. Teach First is a pilot, field-based initial education programme run in partnership between Teach First NZ and the University of Auckland. The report is available here.
The key evaluation questions were:
How well (effectively and efficiently) has the programme been implemented?
To what extent has the programme achieved its overall outcomes and objectives?
This is the third case study from a research project on successful and sustained collaborations between New Zealand schools and community and professional experts. The report looks at Epuni Primary School's collaboration with community members, including a partnership with a community initiative called the Common Unity Project Aotearoa.
This report presents findings from a case study of Owairaka District School's collaboration with their community as part of the Garden to Table programme and other initiatives. It is the second case study NZCER has carried out as part of a wider project looking at successful and sustained collaborations between New Zealand schools and community and professional experts. The research included attending an open day at Owairaka District School, observing the Garden to Table programme in action, and interviews with the principal, teachers, community volunteers and students.
This report evaluates a game coding workshop offered to young people and adults in seven public libraries round New Zealand. Participants were taken step by step through the process of creating their own simple 2D videogame, learning the basics of coding, computational thinking, and digital game design. The workshops were free and drew 426 people across the seven locations. 85% of participants completed an online evaluation form at the end of the workshop.
We evaluated the project in relation to its key goals and aims of:
This is a comprehensive picture of the current experiences and challenges for secondary schools in New Zealand. It presents the findings from NZCER's national survey of secondary schools, conducted in July and August 2015. It includes the perspectives of principals, teachers, parents and board of trustee members on a wide range of issues.
You can either download the full report or by thematic chapter.
This report comes from an exploratory project looking at professional learning and development for primary science teachers.
In recent years there has been increased interest in science in New Zealand for social and economic reasons. However, there has been concern that the primary school system is not preparing students as well as it could in science. Recent research suggests that many primary teachers do not feel confident about either teaching science or being able to access the support they need.
Internationally, associations between mathematics achievement and students’ beliefs and attitudes related to learning are well established. This article examines five studies to identify patterns in New Zealand students’ mathematics-related beliefs and attitudes, and their relationships with achievement. The studies involved students aged 5-13 years and looked at different aspects of students’ beliefs and attitudes, from ideas about the malleability of intelligence, to confidence in their general mathematics ability, to task-specific mathematics self-efficacy judgments.