Research publications from our research teams.
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This paper was commissioned to explore curriculum levelling in the Science and Mathematics and Statistics learning areas of The New Zealand Curriculum to support decisions about the need for greater curriculum clarity, especially around progression.
It was co-authored by Rose Hipkins MZNM of NZCER and Linda Bonne (now at Te Herenga Waka), at the request of the Ministry of Education.
In February 2020, the Ministry of Education asked the New Zealand Council for Educational Research (NZCER) to examine the curriculum-levelling construct that sits at the heart of The New Zealand Curriculum (NZC).
Determining How Learning is Progressing – Options for Calibrating Teacher Judgements builds on an earlier paper that outlines the case for a bicultural progression-focused curriculum.
It discusses ways to support teacher, ākonga, and whānau decision-making about how learning is progressing. The paper also explores how to build bridges between the intentions expressed by a bicultural progression-focused curriculum, assessment, and classroom practice.
There is considerable international debate about how best to reshape national curricula in the face of rapid societal and environmental changes. The OECD is actively exploring this question through its Future of Education and Skills 2030 initiative. Their aim is to ‘help education systems determine the knowledge, skills, attitudes, and values students needed to thrive in and shape their future.’
The Highest Needs Review was undertaken by the Ministry of Education from 2021-2022. Its purpose is to ensure that children and young people with the highest needs for learning support achieve their full potential through positive education outcomes and that they receive the right support, when they need it, and for as long as they need it.
Science education has an important role to play in supporting our young people to meet the complex challenges of the modern age. Students need a curriculum that can prepare them to work collaboratively, competently and confidently to address the wicked "glocal" problems of our time.
He pitomata tō ngā kura auraki hei āwhina i te whakaoranga o te reo Māori. Kua whakaputaina tēnei pūrongo kitenga e Te Wāhanga - Rangahau Mātauranga o Aotearoa hei tautoko i ngā kura auraki tuatahi ki te whakatipu i te reo Māori, hei whakapakari hoki i ā rātou hōtaka whakaakoranga, akoranga hoki mō te reo Māori.
I roto i tā mātou pūrongo kitenga ka tautohutia e mātou:
The Teaching, School, and Principal Leadership Practices Survey (TSP) was developed to give schools robust data about key practices that research has shown are worth paying attention to because of their direct and indirect effects on student learning. Drawing the data together from all participants schools in any given year creates a sound aggregate picture of teaching, school, and leadership practices, showing the strengths and needs in our schools overall.
It is timely to take stock of the wellbeing of educational research in Aotearoa New Zealand. The major Education Work Programme 2021 includes a Research, Evaluation and Development Strategy. Te Ara Paerangi—Future Pathways Green Paper has launched a major review of the design of public funding for research institutions and for research taking place in tertiary and other education institutions. This paper canvasses the recent history and current landscape of educational research funding and support in Aotearoa New Zealand.
The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research’s (NZCER’s) Te Pae Tawhiti programme of research, funded through the Ministry of Education.
