Summary

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 ...

Summary

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 ...

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 ...

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 ...

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 ...

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. The research drew together two inter-related aspects of the New Zealand curriculum ...

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.

The chapter is one of 19 in Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in ...

This report presents the findings from an exploratory investigation of the impacts of the Teaching and Learning Research Initiative (TLRI).

The investigation sought evidence of the extent to which TLRI is meeting its three core aims:

• to build a cumulative body of knowledge that links teaching to learning
• to enhance links between research and practice across the early childhood, school, and tertiary sectors
• to grow research capability and capacity in ...