The last few years have seen a burgeoning of official interest in educational research as the Ministry of Education espouses evidence-based policy making and teaching. A number of best evidence syntheses have been commissioned and published. These are encouraging trends even if the definition of best evidence is sometimes narrower ...

Outline of changes to the ARB website, designed to improve finding relevant and useful resources and their supporting information. 

Outlines components of formative assessment that are supported by the website.

While a wide variety of activities can contribute to students’ experiences of carrying out research, comments from secondary school students involved in the Learning Curves project suggest that many of them may conceptualise the process involving “information retrieval and repackaging”. Their experience may be that research is just another project, for ...

We start another year of set: Research Information for Teachers with a group of articles which highlight some of the newer angles of educational research, particularly the parent and student voice.

This article explores social aspects of information and communications technology (ICT) in primary classrooms, focusing on pupils’ attitudes, academic progress, teachers’ and pupils’ roles, and relationships between pupils, teachers, and parents.

This article is not intended to be a series of handy hints on choosing between specific brands of microcomputers or different word processing programs. That sort of information is best obtained from teachers already using word processors, or from advisory staff in education departments. Instead, I hope to show just ...

A research project looking at Māori student participation and achievement in science and mathematics education examined four junior secondary school programmes that targeted Māori in these subject areas. Students and parents were found to prefer activity-based programmes, provided they dealt with contemporary activities and topics of interest to the students.

Many students in an Auckland primary school were able to decode adequately, but still had difficulty in understanding what they read. A modified reciprocal reading programme was shown to improve students’ comprehension.

A critical stocktake of practice identifies key factors for environmental education programmes as being resource provision, professional development, time for planning and action, funding, overcrowded school curricula, and the non-mandatory status of environmental education.

This New Zealand study proposes that the ethos and culture of schools can be a major protective factor in helping children to cope with violent and traumatic events. Implications for teachers are discussed.