This research reports on the impact of Level 1 NCEA on the teaching of mathematics and science. It provides an in-depth analysis of the dynamics of change in the study teachers’ mathematics and science classrooms in response to the NCEA implementation. A range of aspects of classroom practice were identified where one way of working or set of emphases could be balanced against another way of working/set of emphases. Findings with ...

This report explores ways in which recent changes in the teaching of home economics and geography may be related to the introduction of the National Certificate in Educational Achievement at Year 11 (NCEA Level 1) and at Year 12 (NCEA Level 2). The research describes the nature and extent of the changes that were identified, and explores how these changes seem to be related to teachers’ personal teaching priorities and ...

The Learning Curves project has documented changes in the subject and assessment choices offered to senior students in six medium-sized New Zealand secondary schools between 2002 and 2004 as the National Qualifications Framework and National Certificate of Educational Achievement (NCEA) reforms were progressively implemented. It has also investigated how students perceive and make their subject choices within the context of each school’s curriculum policies and practices. 

This report documents findings ...

This report covers the findings of the 1996 survey on the impact of the 1989 educational reforms.

• The continuing high workload required to make the reforms work was lowering morale.
• Dissatisfaction with resourcing had grown, despite increased school fund-raising. A majority of both principals and trustees now said that funding was inadequate.
• Parental and community support could not bridge the resource gaps, especially for schools with low income or high Mäori enrolment.

The 1993 survey on the impact of the education reforms found

• Continuing partnership and general goodwill between professionals and lay people on boards of trustees. Most school-based problems were resolved at the school, though often with outwside help, particularly from teachers' and trustees' national organisations. 
• Schools needed more support, information, and training.
• High workloads were an increasing burden and teacher morale was sagging.
• However, for the first time, teaching and ...

This is a summary of a small research project commissioned by the Ministry of Education. In an evaluation of Assess to Learn (AtoL) professional development, Jenny Poskitt and Kerry Taylor commented that teachers seemed to be slower at implementing student self-assessment than other assessment for learning strategies. The MOE wanted to find out more about what the reasons for this might be.

This investigation was an exploration of a small group of teachers’ interpretations of self-assessment, both in theory and in practice. Teachers talked about their beliefs about self-assessment, the extent to which they supported the use of self-assessment strategies in their classrooms, and ways they went about this. They identified conditions that were enabling for student self-assessment, as well as barriers and challenges they faced. The research is therefore framed from ...

This report examines students’ attitudes towards science in Years 7 and 8, and looks at what it might mean for their interest and engagement with science in their later years of schooling.

It was commissioned by the Royal Society of New Zealand, with support from the Ministry for Research, Science and Technology.

The report draws on a literature review conducted by UK and Australian science educators for an ...

This survey investigated public attitudes and beliefs about science. 

The project built on previous research carried by ACNielson in consultation with NZCER. AC Nielson carried out a repeat of the 2002 survey:
Commonsense, trust and science: How patterns of beliefs and attitudes to science pose challenges for effective communication

We found a very similar pattern of responses, with the level of interest in any branch of science linked to perceptions of its usefulness.

This is a thematic report from our national survey series and covers issues such as school funding, staffing, culture and connections between schools and with educational agencies. It draws on NZCER’s 2006 national survey of secondary schools and the 2007 survey of primary schools.