This NZCER survey of 619 academics at Massey University found that:

• women are less likely to apply for promotion than men
• women who do apply are just as likely to succeed as men
• women are more likely to feel they have not yet reached the academic level to which they aspire
• women are more dissatisfied with the promotion process
• women were more likely to have jobs at the the lecturer level or below, and
• women are ...

This survey provides an important baseline picture of all early childhood services, with the exception of kōhanga reo, at the beginning of a period of considerable change in the sector. NZCER will build on the baseline with a second survey, due to begin later this year.

The survey was a stratified random sample of 531 early childhood services, including kindergartens, playcentres, home-based services and education and care centres. Researchers questioned ...

In recent years, there has been an increasing emphasis on engaging families and communities in education. The New Zealand Curriculum includes “community engagement” as one of eight principles that “should underpin all school decision making”. In New Zealand, as well as overseas, schools are being encouraged to work “in partnership” with families. The underlying assumption, both in New Zealand and overseas, seems to be that parental involvement in education is ...

The Secondary Futures/Hoenga Auaha Taiohi project was set up in 2003 to facilitate discussion and debate about the future of secondary education in New Zealand, via a series of workshops, meetings, conversations, website development, and a range of specific projects. 

This report draws on feedback forms from workshop participants and interviews with stakeholders to evaluate the short-term effectiveness of the Secondary Futures process.

We evaluated effectiveness in relation to the ...

This chapter summarises the findings from an exploratory study about the Home–School Partnership for Numeracy (HSPN) pilot.

This study involved interviews with lead parents and lead teachers, focus groups with parents, and observations of the community sessions in three case-study schools.

This data was supplemented by surveys to all the Numeracy Development Project facilitators associated with the HSPN. Findings indicated that there was strong support for the HSPN from parents, teachers, and ...

Youth Pathways / He Ara Rangatahi was a one-on-one career guidance and general well-being support service set up to support "at risk" young people in their transition from school. It was piloted by Career Services between October 2003 and July 2004 and part of the government's Youth Transitions Strategy.

The report documents an evaluation of the pilots based on consultant and client interview data, client survey data, client outcome and ...

This evaluation draws on interviews with Ministry of Education (MOE) national and regional staff, ECD national and regional staff, and early childhood centres, groups, parents, and other individuals who have worked with ECD in these areas. It also draws on evidence from ECD's publications, resources, the Document of Accountability between the Minister of Education and the Early Childhood Development Board, and monitoring reports.

It describes similarities and differences in perspectives ...

Northland Enterprising Teachers (NET) was a professional development programme designed to help secondary schools develop an “enterprising” approach to teaching and learning.

NET is based on the concept of “education for enterprise” (E4E): teaching and learning which is directed towards developing in young people those skills and competencies, understandings, and attributes which will equip them to be innovative; and to identify, initiate, create, and successfully manage personal, community, business, and ...

The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.

A total of 288 schools (3,288 teachers) have participated in the project to date. Schools work within the project ...

This report presents findings of an evaluation of the nationwide Introductory Professional Development Programme for teacher aides / kaiāwhina working with students with special educational needs, funded by the Ministry of Education.

The evaluation began in 2001, during the development of the programme, through to 2002 when the programme was implemented. The aim of the evaluation was to help provide a clearer picture of how the programme was delivered, what ...