How does climate change and sustainability feature in primary and intermediate school classrooms and whole-school practices?

We asked teachers and principals a few questions about climate change and sustainability as part of the 2019 NZCER national survey of English-medium primary and intermediate schools.

Key findings are summarised in infographics available in the downloads section.

Findings include:

• Many principals and teachers think climate change will have moderate to major impacts in ...

2019 was the third year that the Teaching, School, and Principal Leadership Practices Survey (TSP) was available for free use by schools. The questions in this survey draw on a strong body of evidence about effective practices. The TSP asks teachers and principals to rate how often a practice occurs or how well the practice is done.

This 2019 aggregate report provides graphs of the frequencies for the items in each of the ...

Making a place in the world: Experiences of those who took less conventional paths from school is the latest report from the NZCER longitudinal study Competent Learners that has followed young New Zealanders from their final months in early childhood education to age 26. This research aimed to find out how those who leave school early or take less conventional paths from school build their adult lives and find or ...

We know that a lot of curriculum integration is happening, and that schools believe they are being innovative and future-focused when they create these units of work. This research explored teachers’ rationales for curriculum integration; the approaches and practices used to integrate curriculum; and the learning opportunities such approaches provide for students. Of specific interest is how teachers introduced disciplinary knowledge so that students got a sense of how subjects differ ...

This research was commissioned by the New Zealand Productivity Commission to inform their examination of technology and the future of work in New Zealand. The main research question asks, in essence:

In what ways are secondary school subject-choice systems, and students’ subject choices, positioned to respond to future of work trends?

The following sub-questions provide more specific direction.

• Do institutional biases in schools, including the construction and delivery of careers ...

This research was commissioned by the New Zealand Productivity Commission to inform their examination of technology and the future of work in New Zealand. The main research question asks, in essence:

In what ways are secondary school subject-choice systems, and students’ subject choices, positioned to respond to future of work trends?

The following sub-questions provide more specific direction.

• Do institutional biases in schools, including the construction and delivery of careers ...

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.

Learning trajectories/progressions are an emerging research focus in mathematics education. A set of descriptors of early progress in mathematics was developed for students with complex needs. Developers leveraged off existing ...

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 ...

In August 1988 the New Zealand Government published a policy document on education administration, Tomorrow’s Schools, which shifted responsibility for budget allocation, staff employment, and educational outcomes from government departments and education boards to individual schools.

The study reported here follows up NZCER’s 1992 survey of the initial impact of the introduction of full bulk funding to Kindergartens which began in March that year.