What do parents and teachers hear, share, do, and need when engaging in literacy partnerships?

Messages about Reading focuses on the strategies three schools adopted to strengthen their literacy partnerships with the parents in their communities and identifies some principles of effective partnerships. It reports on interviews with 54 New Entrant, Year 2, and Year 4 students, their parents, teachers, and school literacy leaders.

The study describes the approaches ...

The Museum Education Association of New Zealand (MEANZ) and the National Services Te Paerangi (NSTP) set up a pilot mentoring programme for museum educators in New Zealand. The overall goals for the programme were to:

• facilitate professional relationships between museum educators who are in need of information and assistance and those who can offer knowledge and support
• build the capacity of the museum education sector by capturing and sharing the ...

This project examines relationships between research and teaching by studying educators' (mainly teachers) access to, and use of, research and theory. The study focuses on identifying barriers to educators' use of educational theory and research findings.

The report utilises data collected in 1999 from observations at professional development courses, interviews with the providers of these courses, and questionnaires for educators who were the course participants. It also utilises data collected ...

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 ...

How well Māori children do at school is strongly linked with how well parents and children relate to school staff.

Māori parents want their children to have a better education than they had, and have a strong wish to be involved in their child's schooling, concludes Māori parents and education.

But Māori parents need more guidance on how best to support their children's education at home, and how to ...

This is the second and final report from the stage 1 evaluation of the ECE Strategic Plan. It reports on progress towards the three goals of the Plan and identifies changes that have occurred since baseline data were collected in 2004.

This report is from the final phase of the locality-based longitudinal evaluation of Pathways to the Future - Ngā Huarahi Arataki, the Strategic Plan for ECE. The report addresses ...

This report presents findings from the first phase of data collection for the stage 1 evaluation of the ECE Strategic Plan. It describes the localities and services participating in the evaluation and provides a baseline picture of how things were in mid-2004 in relation to the participation, quality and collaborative relationships goals of the Plan.

This first phase of the evaluation covers only the initial stages of the long-term strategic ...

This research project looks at the effects of computers on the learning of children with a disability, in their home and school environments. It identifies some of the factors which lead to the maximum educational benefits for children from the use of computers.

The research identifies the skills a child learns with the assistance of a computer, and progress in these skills over some months. The influences on children's learning ...

This research report details the findings of a national survey of provisionally registered teachers on the advice and guidance practices and programmes that were experienced during the first two years of teaching. The survey, along with a number of focus group interviews, provides an in-depth view of the nature of professional learning and assessment during the early years of teaching.

For three consecutive years NZCER is exploring the manner in which student subject choice at Year 11 changes in response to the implementation of the NCEA reforms. (The NCEA is a new senior secondary school qualifications regime, the National Certificates of Educational Achievement, first introduced in 2000.)

Below is an excerpt from a short report summarising the initial findings of this longitudinal project:

"In all six schools [studied] the NCEA ...