Students’ maths self-efficacy is their belief that they can solve mathematics problems, and has been shown to have links with mathematics achievement. This research was conducted over three years, and investigated the extent to which Year 4 to 10 students viewed themselves as capable learners of mathematics, and how these views were associated with their achievement in mathematics.
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Research publications from our research teams.
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Te Mātāwai contracted NZCER to undertake the He Reo Ora project. The aim of the He Reo Ora project has been to collect information which would create a current evidence base of Māori-language revitalisation efforts happening at both national and regional levels.
An Observation Survey of Early Literacy Achievement (the Observation Survey) is used widely in NZ schools to assess progress in early literacy learning, and also to identify children who need additional help to make appropriate progress with reading and writing after one year at school.
NZCER was contracted by The Marie Clay Literacy Trust (MCLT) to update the New Zealand norms, and to produce achievement information for the Observation Survey. Two reports were produced, see attachments below.
How can education help students grasp the complexity of the systems surrounding us? Jane Drake, Rolan Kupers and Rose Hipkins authored "Complexity—a big idea for education?" for the International School magazine.
This chapter addresses a complex challenge that is yet to be widely debated in initial teacher education. How might teacher educators more effectively educate beginning teachers to respond to so-called 'twenty-first century' learning imperatives?
The authors draw on six principles identified in a 2012 study of 'future focused' trends in education.
In term 2, 2017, four teachers at Hutt Central School initiated an inquiry into games across their Year 5/6 syndicate. The inquiry spiralled into a variety of learning opportunities, taking slightly different directions across the four classrooms and continuing to 'run in the background' for the rest of the year.
This report outlines findings from a literature review of trends in assessment policy and practice, which was commissioned by the Ministry of Education (the Ministry).
The primary purpose of this report is to inform the Ministry as it considers updating its position on assessment, last articulated in the position paper titled Assessment (Schooling Sector) 2011 (Ministry of Education, 2011).
The report presents findings on the health and wellbeing of te reo Māori, and whānau aspirations for te reo in homes and communities, and in education.
This paper illustrates the the evolution of the key competencies as The New Zealand Curriculum was developed, using the visual models that supported thinking at different stages of the curriculum project.
The types of evidence and processes used to support their development are also summarised.
The second paper from this research is 2 How the key competencies evolved over time: Insights from the research.
This paper analyses a series of research projects to describe how understandings about key competencies have developed over the decade since The New Zealand Curriculum was published.
The first paper from this research is 1 How the key competencies were developed: The evidence base.