Rosemary Hipkins presented this session at the CORE Breakfast seminar in Dunedin, 29 March 2011.

The session:

• sketched the overall shape of curriculum change in CIES schools
• described typical professional learning actions and decisions in these schools
• outlined the early benefits of curriculum change in response to the NZC
• signaled emergent challenges and possible future directions for ongoing change
• suggested resources that could help achieve next steps towards building a ...

A short discussion of key findings from the Curriculum Implementation Studies (CIES) project.

This short report discusses the overall shape of curriculum change as experienced by the schools we tracked over a period of several years as part of the Curriculum Implementation Exploratory Studies (CIES) project. Some interesting change dynamics appear over this longer time frame. We would not have found these dynamics if we had stopped at the end ...

This is the final report from the Curriculum Implementation Exploratory Studies (CIES) project. It reports on ways in which innovative schools and teachers have been working to implement The New Zealand Curriculum across all three years of the project.

Report page: Curriculum Implementation Exploratory Studies 2

Full report: Curriculum Implementation Exploratory Studies 2: Report to the Ministry of Education

 NZCER carried out an external evaluation of Accent Learning, a division of Victoria Link Ltd. It looked at the positive changes which participants described as a result of working with Accent advisers; how they linked those changes to the support provided; and what advisers could do to enhance the impact and effectiveness of their work with schools. It is a "success evaluation" because the researchers contacted only those schools the ...

This paper discusses the relationship between schools and their communities. It explores the purpose of different school-community initiatives and discusses the case for a wider public engagement in education for the purpose of rethinking how schools meet the needs of all learners in the 21st century. It was written as part of a 2009-11 NZCER purchase agreement project called Families and communities engagement in education (FACE).

This report explores the transition to adulthood of 29 young people selected from the large sample of the Competent Learners @ 20 longitudinal study. That study found many young people had a relatively smooth transition from school to tertiary education. The transition to adulthood of young people who had not followed this well-lit path is the focus of this report. Some left school early (by age 17); others completed Year ...

This is the main report from the age-20 phase of the longitudinal Competent Learners study.

The study has tracked the impact of early childhood education and then later educational experiences and time use out of school on children’s development, in terms of competencies such as reading and writing, and attitudinal competencies such as perseverance, curiosity and self-management. The age-20 phase looked at the impact of earlier school performance, engagement in ...

This report tracks principal vacancies advertised in the Education Gazette in 2009 and 2010. A survey was also sent to the boards of trustees of schools advertising vacancies, asking about the applicants, the appointment and the destination of the departing principal. The report makes some comparison with data from the NZCER 2008 report, and includes related material on principal career paths from the NZCER national survey series.

Teaching primary school mathematics and statistics : evidence-based practice is a reference book for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to The New Zealand Curriculum and national mathematics standards. There are many fascinating examples of investigative learning experiences, and key research- and practice- based ideas about teaching learning and assessment. The writers are among New Zealand’s leading researchers and ...

This chapter highlights the critical connection of teacher leadership with improved pedagogy and quality learning. It draws on Australian and New Zealand case studies to show the ways in which teachers can create opportunities and structures to support professional talk, centred on teacher observations, shared reflections and planning of next steps.Traditional notions of leadership are presented to show how they no longer serve schools well. Instead the authors emphasise the ...