Many schools have heard the term ‘effect size’ and are interested in finding out more. This paper explains what effect sizes are, how and why they might be calculated and applied, and some of the pitfalls in the process.

It is designed as a step-by-step guide for teachers and contains relevant examples and clear definitions of terms. It also contains tables showing effect sizes for PAT, STAR and AsTTle tests ...

This report details the findings of the first year of a three-year study into the financial management practices of 18 effective New Zealand schools.

The research gives insights into funding decisions, and the factors that influence those decisions, and the use of government operational funding and locally raised funds to meet their students' needs.

Finding out what is needed to accomplish this provides valuable pointers to the adequacy of school ...

In 2007 the Hawke’s Bay Primary Principals’ Association asked NZCER to survey teachers in the Hawke’s Bay primary and intermediate schools.

The study looked at:

• how many students there are with severe behaviour difficulties
• the impact that these students have, and
• the support that is available for teachers working with them.

Reports from research done in late 2002 to late 2003, in which the participants in the longitudinal research study were now aged 14.  Reports on the continuing effects of pre-school education; the impact of transition to secondary school and the qualities of the home and leisure experiences.  Considers the importance of the students engagement in school and learning and the relationships to patterns of performance and achievement.

Competent Learners @ 14 is the latest research in the longitudinal Competent Children/Learners project which, since 1993, has tracked the development of a group of around 500 children from near-5 through school.

The overall project analyses the impact of different experiences and resources on a range of competencies, and what can help narrow the gaps between children.

At age 14, students have made the transition to secondary school and, in ...

This NZCER survey of 619 academics at Massey University found that:

• women are less likely to apply for promotion than men
• women who do apply are just as likely to succeed as men
• women are more likely to feel they have not yet reached the academic level to which they aspire
• women are more dissatisfied with the promotion process
• women were more likely to have jobs at the the lecturer level or below, and
• women are ...

This survey provides an important baseline picture of all early childhood services, with the exception of kōhanga reo, at the beginning of a period of considerable change in the sector. NZCER will build on the baseline with a second survey, due to begin later this year.

The survey was a stratified random sample of 531 early childhood services, including kindergartens, playcentres, home-based services and education and care centres. Researchers questioned ...

In recent years, there has been an increasing emphasis on engaging families and communities in education. The New Zealand Curriculum includes “community engagement” as one of eight principles that “should underpin all school decision making”. In New Zealand, as well as overseas, schools are being encouraged to work “in partnership” with families. The underlying assumption, both in New Zealand and overseas, seems to be that parental involvement in education is ...

The Secondary Futures/Hoenga Auaha Taiohi project was set up in 2003 to facilitate discussion and debate about the future of secondary education in New Zealand, via a series of workshops, meetings, conversations, website development, and a range of specific projects. 

This report draws on feedback forms from workshop participants and interviews with stakeholders to evaluate the short-term effectiveness of the Secondary Futures process.

We evaluated effectiveness in relation to the ...

This chapter summarises the findings from an exploratory study about the Home–School Partnership for Numeracy (HSPN) pilot.

This study involved interviews with lead parents and lead teachers, focus groups with parents, and observations of the community sessions in three case-study schools.

This data was supplemented by surveys to all the Numeracy Development Project facilitators associated with the HSPN. Findings indicated that there was strong support for the HSPN from parents, teachers, and ...