Research publications

This paper looks at various definitions of numeracy, ranging from dictionary definitions to a literature search. General patterns of these definitions are explored and common themes identified. The place of numeracy in the New Zealand curriculum is outlined both in the Curriculum Framework, where it is described as an essential skill, and in the individual Curriculum Statements. A brief discussion of numeracy and "street-wise maths" is given.

This paper uses the assessment and qualification reforms in the senior secondary school as a case study of change. To provide the context of the paper the first section presents an overview of the New Zealand secondary school sector and the educational reforms of the 1990s. This is followed by a brief outline of the ideas that led to the development of the National Qualifications Framework NQF; a description of NQF; and a review of the associated development of assessment regimes for senior secondary school qualifications.

Statistics show that Māori are over-represented in all negative indicators of special educational needs.

Mātauranga motuhake is based on qualitative research that followed a kaupapa Māori process to present a uniquely Māori perspective on special education. The research shows the whānau as the main pillar supporting children with special educational needs. The examples given in the report show how some schools and services are able to offer successful support within a Māori kaupapa which is both Māori - and child-centred.

This report is the fourth in the Competent Children longitudinal study. It describes and analyses the factors which can make a difference to children's scores at age 10.

The study has followed about 500 New Zealand children over five years, and has been able to look at the relationship of earlier experiences and resources to children's current competency levels.