This report presents the findings from the research undertaken to explore the use of Fire and Emergency New Zealand's fire safety education programmes in schools, kura, and early childhood education (ECE) centres including kōhanga reo.
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Research publications from our research teams.
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This report presents the findings from an exploratory investigation of the impacts of the Teaching and Learning Research Initiative (TLRI).
The investigation sought evidence of the extent to which TLRI is meeting its three core aims:
The New Zealand Transport Agency (NZTA) has been a prominent innovator of approaches to education for school-age students in New Zealand. This report explains their approach and reports on three case studies that illustrate how it plays out in schools.
The report is available on NZTA's education portal.
The NZCER national survey of primary and intermediate schools 2016 included a number of questions that asked specifically about matters related to Pasifika students, Pasifika families, or Pasifika cultural activities at school. We have brought the responses to these questions together for researchers working in Pasifika education.
A literature review prepared for the Education Council that you can read on the Education Council website.
Questions the review is addressing:
1. What are the features of high quality practica that have a positive impact on outcomes for student teachers?
2. What are the features of high quality theory and practice integration within other parts of the ITE programme (course work) that have a positive impact on outcomes for student teachers?
This report presents baseline and implementation data gathered from a range of Play.sport stakeholders during 2016. The report aims to assist Sport New Zealand (Sport NZ) and other decision-makers to consider what the data suggests might be next steps for the initiative.
This formative focus is appropriate for Play.sport as the initiative uses an emergent model, and is in the first year of development.
A book chapter written for Student Perspectives on School. Informing Inclusive Practice.
Bourke, R., MacDonald, J., Lucas, M., Williams, J., & Sheerin, M. (2018). Enriching the wellbeing of young adolescents in secondary school. In J. Berman & J. MacArthur (Eds), Student Perspectives on School. Informing Inclusive Practice (pp. 177–196). Leiden: Brill Sense.
This report looks at parent and whānau views of, and involvement with, their children’s schooling as part of a comprehensive national picture of what was happening in primary and intermediate schools in 2016.
The parent and whānau survey comprised mostly closed-response questions, but also asked for comments about three aspects: learning with digital technology, National Standards, and their child’s schooling in general.
Ākonga Māori (Māori students) should be able to have good educational experiences that recognise and support their identity, reo Māori, and culture in any school they attend, as well as their learning.
The 2016 national survey shows increased awareness and attention to incorporating tikanga Māori and te reo Māori into English-medium schools to better support the identity, wellbeing, and achievement of ākonga Māori.
The big picture vision of The New Zealand Curriculum says it is important to foster students' dispositions to learn and contribute as active members of society. The key competencies directly support this vision. This paper looks at what happens when teachers design rich tasks to draw on all aspects of the key competencies.