Research publications from our research teams.
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Proceedings research article for the Mathematics Education Research Group of Australasia (MERGA) Annual Conference 2019.
Proceedings APA: G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia). Perth: MERGA.
How do you support busy school leaders and teachers to take advantage of the strong body of evidence now available about effective teaching, school, and leadership practices?
How do we grow our understanding of teaching, school, and principal leadership practices nationally, so that the system can learn and improve? What are the strengths and needs of our educators and schools? And are new policies having their intended effect?
The Teaching, School, and Principal Leadership Practices Survey tool (TSP)1 was designed to meet these needs.
The Teaching, School, and Principal Leadership Practices Survey tool (TSP) was available for free school use for the second consecutive year in 2018. It was used by 265 schools that wanted an evidence base for understanding and developing their practices for the benefit of students.
This report gives the aggregate picture for those schools. Compared with the national school picture, schools using the TSP included fewer small, rural, decile 1–2 schools, and schools with high Māori enrolment.
This longitudinal NZCER project has tracked the development of a group of learners from when they were in early childhood education, through school and into adulthood. Over the years, its findings have been well used in policy and practice. The final phase of the project returned to the cohort when they were 26. Two reports from this phase are now available, with a third report coming in late 2019.
The Competent Learners study has followed a cohort of young New Zealanders' development from when they were in early childhood education, through school and into adulthood. Over the years, its findings have been well used in policy and practice. The final phase of the project returned to the cohort when they were 26. Two reports from this phase are now available, with a third report coming in late 2019.
This longitudinal NZCER project has tracked the development of a group of learners from when they were in early childhood education, through school and into adulthood. Over the years, its findings have been well used in policy and practice. The final phase of the project returned to the cohort when they were 26. Three reports from this phase are now available.
Longitudinal study gives valuable insights into the lives of New Zealanders in their mid-20s
This report discusses the potential of games to support learning, and what innovative game-based (or “gameful”) learning and teaching practices can look like in a range of New Zealand school settings. Over 2 years, we undertook fieldwork in 14 schools, interviewed 21 teachers and more than 100 students ranging from Year 3 to Year 13. We looked at learning and teaching practices involving all kinds of games (physical, role play, tabletop, and digital), and how games, game design, or gamification fitted in with teachers’ curriculum and pedagogical goals.
These are the key findings from NZCER’s latest survey of secondary schools, conducted in August and September 2018. NZCER has done these surveys every 3 years since 2003. They provide a comprehensive national picture of what is happening in our schools, how things have changed over time, and the impact of policy changes. They also provide insights into how teachers, principals, trustees, and parents and whānau experience our secondary education system.
You can either download the full report or by sections.
How can schools support students to make progress in reading and writing?
To explore this question, the project identified schools that have sustained positive achievement in literacy over five years, and asked what they did to achieve this.
The goal was to uncover common themes which might help other schools work towards similar lifts in literacy achievement.
The report suggests there are three essential elements that combine to create a framework to support progress in literacy achievement:
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.
