NZCER has been contracted by the Ministry of Education to develop an online tool for schools to support them to explore the extent to which school practices are inclusive of all students. The Inclusive Practices Tools (IPT) will support primary and secondary school leaders to collect data from their school community for the purposes of self-review.
Early in term 3 NZCER will begin surveying the primary and intermediate school sector as part of its national survey series. Began in 1989, the series provides a picture of what is happening in our education services and has enabled us to provide you with a national picture of current practice and issues and to track changes over time.The survey consists of separate questionnaires for principals, teachers, board of trustee members and parents. This year we will be asking about a range of topics including the New Zealand curriculum, National Standards and principal and teacher morale.
We could not carry out our surveys without the assistance of schools and their communities. Schools are selected through a randomised representative sample and if your school is approached, we would welcome your participation. Thank you in advance.
The first phase of this project in 2011 collected information about the school culture and journeys of school improvement undertaken at 10 primary schools, with a second phase underway revisiting the same schools to focus on their journeys since that time.
New Zealand schools can now register on the new Wellbeing@school website. Developed by NZCER on contract for the MInistry of Education, the website provides schools with a number of tools to help them build a caring and safe school climate that deters bullying. The website and tools are part of the Ministry of Education’s Positive Behaviour for Learning (PB4L) action plan.
Recent research outputs for: School governance and management
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.
NZCER & Stout Centre, Victoria University of Wellington
Research report
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.
This report tracks principal vacancies advertised in the Education Gazette in 2009 and 2010. A survey was also sent to the boards of trustees of schools advertising vacancies, asking about the applicants, the appointment and the destination of the departing principal. The report makes some comparison with data from the NZCER 2008 report, and includes related material on principal career paths from the NZCER national survey series.
Teaching can be an exhilarating and exciting career despite, or perhaps because of, a never-ending round of challenges, difficulties and problems to solve. Beginning teachers face new challenges every day. This book points the way for school leaders to help them meet these challenges and encourage them to stay in teaching. New Zealand is no better at keeping new teachers than school systems in the United States, Australia or the United Kingdom. An alarming 37 percent of our new teachers leave teaching within the first three years.
NZCER and Health Outcomes International for the Ministry of Health
Research report
This final overview report summarises the main findings from Healthy Futures. Healthy Futures is the evaluation of the Ministry of Health’s Fruit in Schools (FiS) initiative. This evaluation was conducted by the New Zealand Council for Educational Research and Health Outcomes International.
In addition to this overview report, a separate document (Boyd & Moss, 2009), summarises the findings from the 2008 case studies, and presents the stories of six FiS schools. A technical report (Dingle et al., 2009), provides more details about the survey analysis and data.
Rachel Dingle, Edith Hodgen, Sally Boyd, Jacob Shapleski, Julian King and Michelle Moss
2009
NZCER and Health Outcomes International for the Ministry of Health
Research report
This technical report is one component of the final Healthy Futures 2009 evaluation report. Healthy Futures is the evaluation of the Ministry of Health’s Fruit in Schools (FiS) initiative. The final evaluation report is in three parts. The changing face of Fruit in Schools: 2009 overview report (Boyd, Dingle, Hodgen, King, and Moss, 2009), brings together the main findings from the evaluation. A separate case study report (Boyd and Moss, 2009), summarises the findings from the case study component of Healthy Futures and contains six school case studies completed in 2008.
NZCER and Health Outcomes International for the Ministry of Health
Research report
This case study report is one component of the final report from the Healthy Futures study. Healthy Futures is the evaluation of the Ministry of Health’s Fruit in Schools (FiS) initiative. This evaluation was conducted by the New Zealand Council for Educational Research and Health Outcomes International. This case study report summarises the findings from the 2008 case studies, and presents the stories from six FiS schools.
This companion article to “Enabling students to lead the way” explores the rationale for using a whole-school approach to health and wellbeing, and the connection between this approach and the revised curriculum. Some possible changes that could occur to school actions in regard to health and wellbeing are discussed. The article also explores some of the benefits and challenges of whole-school approaches.
Rosemary Hipkins, with Lynda Shanks and Michal Denny
2008
NZCER Press
Journal article
This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching practice and whether students perceive them to improve learning opportunities
A review of school self-management across several research surveys and sources of data leads Cathy Wylie to recommend five measures to help support school boards of trustees.
