Drawing on secondary teachers’ experience of standards-based assessment for NCEA, this short article discusses moderation challenges that will face primary teachers as they make overall professional judgments of each student's progress against the new National Standards. Moderation potentially offers rich professional learning possibilities—but only if teachers feel safe to learn, have the time needed, and are given access to robust examples to inform their debates.
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Research publications from our research teams.
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This report draws on data from the NZCER National Survey of Secondary Schools 2009. The final version of the New Zealand Curriculum (NZC) was released in late 2007 and the survey carried out in 2009 so the findings are a snapshot of the thinking and changes in practices that had occurred to that time. The report focuses mainly on secondary teachers and their views of curriculum change. It explores their professional learning and how they have changed or plan to change their teaching as they delve more into the intent of NZC.
In this article, we draw on current research to argue that there is a need to think carefully about what community engagement might mean in a future-focused curriculum. This is important if schools are to lay the foundations now for tomorrow’s interactions with community.
This report analyses principal vacancies advertised in the Education Gazette in 2008 and 2009. It also draws on information from a 2008 survey of boards of trustees about appointments, and on data from recent NZCER national surveys of primary and secondary schools. This includes data from the 2009 National Survey of Secondary Schools.
This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.
Report can be viewed and downloaded from: www.educationcounts.govt.nz/publications/ict/77144
This report presents the findings of a research project which explored how the key competencies described in The New Zealand Curriculum (Ministry of Education, 2007) might be integrated with the teaching of reading in the middle years of primary school (Years 3–6). The project involved researchers supporting teachers to conceptualise key competencies more deeply and design and implement reading programmes which integrate the competencies.
The project was funded by the Cognition Institute.
This is a report on findings from a survey of 33 Industry Training Organisations (ITOs) and five focus groups with 19 ITO representatives – the second phase of a three-phase project entitled ITO Workplace Assessment Structures and Systems.
Report of the Phase Two survey data prepared for SPELD NZ
This report presents the findings from an evaluation which began in 2009 on the impact of SPELD in New Zealand, and is the second phase of the larger study. This phase has involved surveying key groups of participants about their perceptions of SPELD. The groups involved are SPELD teachers, RTLBs and school staff from across New Zealand.