The third stage of the Competent Children project looked at what might be making a difference to children's competency scores at age 8. The analysis included some things children experienced at this age, such as the type of school they went to, their out-of-school activities, and their reading at home. It also included some experiences from the time before they started school, and from the time they were 6, such as their early childhood education, or their family's income at age 5, the amount of television they watched, and their access to a computer at home.
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This report gives the findings of the sixth survey on the impact of New Zealand education reforms since 1989, and compares them with earlier findings. Principals, trustees, parents, and teachers from a new sample of 350 schools answered comprehensive questionnaires about the impact of the reforms. Some major findings are summarised below.
Overall, while the reforms brought some positive gains, these came at a cost and were unequally spread.
Literature review of recent international research.
Recent research on class size and teacher-pupil ratios can inform policy and practice. Many studies on the impact of class size, and of teacher-student ratios, have concentrated on children's first years at school.
During the 1980s, the research investigated class size and:
This report informs the Ministry of Education's research programme into the Special Education 2000 provisions.
It is based on the results of interviews with a range of Māori organisations, iwi, and whänau on special education issues for Māori.
Useful checklist for parents.
Useful checklist for parents.
What Makes a Good School?
« A clear focus on learning and achievement.
All learning time is used for learning. Classrooms are calm, and students are attentive.
Lessons start on time, and there are no interruptions.
« High expectations of every student to achieve.
This is the third project report. It describes the competencies of 523 children at age 8, in the context of their schools and homes. It compares the data for age 8 with the data gathered when the children were 5 and 6.
What makes the most difference to competency levels?
In New Zealand and in the United Kingdom there is a growing need for school-age childcare. New Zealand has made considerable progress in the provision of OSCAR (Out-of-School care and recreation) in recent years. However, there are still some challenges. The international and comparative research and information outlined in this review shows which areas still need attention. Among these are staff training and qualifications.
This is a collection of papers from the NZCER conference on Effective School Self-Management, held in Wellington, New Zealand in October 1998.
A summary of the main report Competent Children At 6: Families, Early Education, and Schools. This part of the Competent Children study revisits the original group of 300 children, aged 6, after they have been at school for a year. How have the children's competencies changed? This book describes and analyses variations and changes in children's cognitive, social, communicative, and problem-solving competencies. It also examines the impact that children's early childhood education experiences, family resources, home activities, and school resources have on these competencies.