This technical report is one component of the final Healthy Futures 2009 evaluation report. Healthy Futures is the evaluation of the Ministry of Health’s Fruit in Schools (FiS) initiative. The final evaluation report is in three parts. The changing face of Fruit in Schools: 2009 overview report (Boyd, Dingle, Hodgen, King, and Moss, 2009), brings together the main findings from the evaluation. A separate case study report (Boyd and Moss ...

This final overview report summarises the main findings from Healthy Futures. Healthy Futures is the evaluation of the Ministry of Health’s Fruit in Schools (FiS) initiative. This evaluation was conducted by the New Zealand Council for Educational Research and Health Outcomes International.

In addition to this overview report, a separate document (Boyd & Moss, 2009), summarises the findings from the 2008 case studies, and presents the stories of six FiS ...

This report gives the findings of the sixth survey on the impact of New Zealand education reforms since 1989, and compares them with earlier findings. Principals, trustees, parents, and teachers from a new sample of 350 schools answered comprehensive questionnaires about the impact of the reforms. Some major findings are summarised below.

Overall, while the reforms brought some positive gains, these came at a cost and were unequally spread.

• By ...

This report details the findings from a two-stage multi-method study which focused on the editing skills, processes, and tools used by 96 students, at three year levels, from two schools, and how these impacted on their writing. The student data were analysed by writing mode (computer or pencil), gender, literacy level (high or low), and year level (Year 3/4, 5, or 7).

The main findings from this study were that ...

This review synthesises recent literature about ICT use in early childhood education (ECE). It looks at the role and potential of ICT to support teaching and learning, professional development, sector capability, administration, infrastructure, and information management and communication.

The literature suggests ICT use should be grounded in an understanding of the purposes, practices, and social context of ECE. The literature indicates ways that ICT can support children’s learning, (such as ...

This literature review identifies, summarises, and critiques the research undertaken in initial teacher education in New Zealand over the past decade. 

Most of the research selected for the review was based on qualitative and/or quantitative empirical data from student teachers, teacher educators, principals, associate teachers and beginning teachers.  It was found that much of the research was unpublished and small scale, conducted by the teacher education sector for the purpose ...

This literature review was commissioned by the Ministry of Education to provide policy makers with a synthesis of research that analyses the impact of early childhood education (ECE) for children and families.

It addresses three questions:

1. What (short-term and long-term) developmental, educational, social, and economic outcomes are associated with participation in ECE for learners and their families?
2. Are different outcomes associated with different population groups and under different circumstances/ contexts ...

This literature review is focused on international and New Zealand evaluations of "technology-rich" information and communication technologies (ICT) initiatives in schools from 1990 onwards.

This review is in four sections; the first provides background on the literature review, the digital divide, and the Digital Opportunities projects in New Zealand; the second overviews major international initiatives similar to the Digital Opportunities projects and includes key websites; the third summarises information from ...

This report is a review of international and New Zealand literature describing best practices, underpinning theories and approaches to induction, including mentoring and assessment of newly qualified teachers.

The report also provides an overview of the existing induction practices in New Zealand in early childhood education services, Mäori medium settings and in other primary and secondary schools. 

This review looks at the evidence from studies of the various trials and bulk funding schemes for schools in New Zealand, and the impact of New Zealand's decentralisation reforms, to gauge the likely impact for Māori of bulk funding of schools.