School-Wide Assessment: Evidence of Student Achievement focuses on processes for gathering, analysing, and using evidence of student learning in portfolio systems - both student-centred and school/department standards-referenced. Types of portfolios are described and supported by case studies of portfolio development from primary, intermediate, and secondary schools.
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Research publications from our research teams.
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Visions for Mäori Maori Education brings together a mosaic of views and thoughts on Mäori Maori education for the future. It offers a range of perspectives from a number of contributors including parents, politicians, and teachers.
Issues of tino rangatiratanga, Mäori Maori pedagogy, and the responsibilities of Mäori Maori educators and politicians are discussed. Highlighting these and other relevant issues will contribute to strategies that break through barriers and support positive initiatives.
This report for the Ministry of Education describes the results of a broad survey for the Competent Children project.
By telephone, 767 parents or caregivers were asked about the early childhood education experiences, home experiences, and home resources of children who turned five between late 1993 and mid 1994.
This report covers the findings of the 1996 survey on the impact of the 1989 educational reforms.
- The continuing high workload required to make the reforms work was lowering morale.
- Dissatisfaction with resourcing had grown, despite increased school fund-raising. A majority of both principals and trustees now said that funding was inadequate.
- Parental and community support could not bridge the resource gaps, especially for schools with low income or high Mäori enrolment.
This report gives the results of a national survey of members of school boards of trustees. The New Zealand School Trustees' Association commissioned the survey to find out how trustees saw their role, after eight years of experience of school-based management.
Responses came from 1130 school boards, just under half the total number. Boards wanted more resourcing, not more responsibilities. The teamwork, partnership, and mutual support between boards and school staff contrasted sharply with their estrangement from central government.
In 1996 the New Zealand Principals' Federation sent a questionnaire to principals of schools which had recently been reviewed by the Education Review Office (ERO). This report analyses the answers to provide a representative picture of the impact of ERO reviews on New Zealand primary schools.
This is a report on a study exploring changes in the role of the primary principal since the New Zealand education reforms began in 1989. It looked at principals' own perceptions of their role, in the context of their schools, their work with boards, their experience of the Ministry of Education and the Education Review Office, their own professional development and support, and their workloads.
What makes a competent 5-year-old? This book gives a summary of the research report - Competent Children at 5. It highlights the impact, shown in the research findings, of the children's family resources and early childhood experiences on the development of their cognitive, social, communicative, and problem-solving competencies. Thought-provoking and very readable.
Immersion education plays a distinct role in language and cultural revitalisation of Māori and other indigenous peoples.
This book summarises research findings on the benefits of immersion education for Māori, their whānau, and their communities.