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Research publications

Research publications from our research teams.

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Author(s): Cathy Wylie
Publication type: Paper

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.

3 March 2016
Author(s): Cathy Wylie and Jacky Burgon
Publication type: Research summary

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).

19 February 2016
Author(s): Karen Vaughan
Publication type: Journal article

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).

12 February 2016
Author(s): MacDonald, J., Bourke, R., Berg, M., & Burgon, J
Publication type: Research report

A report to the Ministry of Education you can read on the Education Counts website.

In 2013 the New Zealand Council for Educational Research (NZCER) was commissioned, in partnership with Associate Professor Roseanna Bourke from Victoria University of Wellington, to undertake an evaluation of My FRIENDS Youth in the New Zealand trial schools. This is the final evaluation report of the programme. 

18 December 2017
Author(s): Rosemary Hipkins, Rachel Bolstad and Cathie Johnson
Publication type: Research report

The term Education 3.0 is used to signal the shift from traditional schooling to models more appropriate for the 21st century. This work was carried out for Te Aho o Te Kura Pounamu - the Correspondence School - to scope possible new metrics they could use to document student learning and teacher practice to support that learning.

The full report is available here.

17 March 2016
Author(s): Jacky Burgon, Melanie Berg & Nicole Herdina
Publication type: Research report

Intensive Wraparound Service (IWS) is designed for children and young people with complex mental health, behavioural and special education needs.  This evaluation was designed to contribute to the future development of the service.

The full report can be downloaded here.

16 March 2016
Author(s): Karen Vaughan, Linda Bonne and Jan Eyre
Publication type: Research summary
"For days and days, you make out only the fragments of what to do. And then one day you’ve got the thing whole. Conscious learning becomes unconscious knowledge, and you cannot say precisely how". (Atul Gawande in Complications, 2002, p. 21)
27 January 2016
Author(s): Research team
Publication type: Paper

This is the submission from NZCER's Research team on the Update of the Education Act. It draws on NZCER's deep expertise, particularly in curriculum and assessment, school leadership and governance, and future-focussed education, to respond to the discussion document. 

18 January 2016
Author(s): Jenny Whatman, Jo MacDonald and Liesje Stevens
Publication type: Research report

This report is the second annual evaluation report for the Teach First NZ pilot programme. The first report focused on the programme’s first year, Cohort 13. This second report focuses on Year 2 for Cohort 13 and Year 1 for Cohort 14.

The full report can be found at: www.educationcounts.govt.nz/publications/schooling/2014-annual-evaluation-report-for-the-teach-first-nz-programme

18 January 2016
Author(s): Karen Vaughan, Linda Bonne and Jan Eyre
Publication type: Research report

How do people learn to become general practitioners, carpenters and engineering technicians? This report is based on the Knowing Practice project and explores practice-based learning (apprenticeship or vocational immersion) across three different fields. It is based on observations and interviews with 41 learner-practitioners and their workplace-based mentors, teachers, and advisors:

18 December 2015

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