Secondary schools aim to develop young people to be “confident, connected, actively involved lifelong learners” (New Zealand Curriculum, 2007). This future-focused vision for young learners guides the everyday work of teachers in classrooms, workshops, and laboratories around New Zealand.
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Research publications from our research teams.
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This journal article looks at how a group of 7-9 year olds in four New Zealand primary schools thought about intelligence, their beliefs about themselves as maths learners and how that related to their achievement in maths. It also identified strategies that teachers could use to build students' self-efficacy.
The article can be accessed from Science Direct.
WAPA is a network of West Auckland schools which have worked together since 2009. NZCER has worked alongside them to look at WAPA's progress and what supports it. The paper contains insights for the new Communities of Learning networks.
SpringboardTrust is a non-profit organisation whose aim is to improve student outcomes through improving the effectiveness of principals. NZCER was asked to evaluate the short-term impact of its flagship programme, the Strategic Leadership for Principals Programme (SLPP).
The full report is available from the SpringboardTrust website.
The executive summary can be downloaded below.
This guide was developed in partnership between the New Zealand Council for Educational Research and the BCITO, and funded by the Ako Aotearoa National Project Fund. The work is based on the project Transforming industry-led assessment of learning in the building and construction industries. More information and the research report are available at: www.akoaotearoa.ac.nz/bci-assessment<http://www.akoaotearoa.ac.nz/bci-assessment
The Parker Brothers' 1971 game of "Careers" may be light-hearted but the career decisions faced by young people leaving school today are no game. Those decisions are considered more serious and seem more complex now.
Karen Vaughan discusses findings from the Prospects and Pathways study of young people moving into tertiary study and employment, and their bearing on career guidance principles.
This article engages with current debates in New Zealand over the legitimacy of various young people’s activities within a transition-to-work framework based around the metaphor of ‘pathways’.
Young adults’ early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to validate their experiences and enhance their employability.
This article argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross ‘vocational thresholds’ to new ways of being. A notion of ‘vocational thresholds’ is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs).