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  It was found that much of the research was unpublished and small scale, conducted by the teacher education sector for the purpose ...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.

This review of research on effective science education is aimed at informing the broad area of "teaching and the dynamics of learning".

The review covers the significant international and New Zealand research (including teacher research) on effective pedagogy, and the links between student learning, curricula, pedagogy and assessment in science education across the compulsory sector.

Centre for Science and Technology Education Research, University of Waikato and New Zealand Council for ...

Literature review of recent international research.

Recent research on class size and teacher-pupil ratios can inform policy and practice. Many studies on the impact of class size, and of teacher-student ratios, have concentrated on children's first years at school.

During the 1980s, the research investigated class size and:

• students' achievement and/or classroom behaviour;
• teachers' satisfaction and/or stress;
• classroom organisation;
• cost effectiveness;
• the unique features of small classes.

The research methods ...

This best evidence synthesis is derived from research that provides strong evidence of linkages to learning opportunities, experiences, and outcomes for children. 

An important focus of the work is professional development in support of educational practice that is inclusive of diverse children, families, and whänau.  Specific emphasis is on evidence related to learning opportunities and outcomes through the provision of professional development for Mäori children, Pasifika children and children, from ...

Technical report on a research study of the participants in the project, at aged 14, from late 2002 to late 2003.

This literature review examines the findings of international and New Zealand research on education systems which use the main elements of the voucher approach to education: parental choice, per-student funding formulae, and self-managing schools.

The voucher approach assumes that parental (consumer) choice and provider competition - that is, a market approach - will improve education and make it more efficient. The evidence does not support this assumption. Instead, it shows ...