This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.

Report can be viewed and downloaded from: www.educationcounts.govt.nz/publications/ict/77144

This report presents the findings of a research project which explored how the key competencies described in The New Zealand Curriculum (Ministry of Education, 2007) might be integrated with the teaching of reading in the middle years of primary school (Years 3–6). The project involved researchers supporting teachers to conceptualise key competencies more deeply and design and implement reading programmes which integrate the competencies.

The project was funded by the ...

The purpose of this overview is to give providers a sense of the overall trends, themes, and range of practices and approaches we have observed across LEOTC providers since taking up the monitoring role in July 2009. Below, we describe the range of practices and approaches providers take with regards to the day-to-day matters of running an LEOTC contract (for example, booking and planning systems, class visit procedures, post-visit evaluations ...

This is a report on findings from a survey of 33 Industry Training Organisations (ITOs) and five focus groups with 19 ITO representatives – the second phase of a three-phase project entitled ITO Workplace Assessment Structures and Systems.

The overall purpose of the project is to explore the different models of workplace assessment used around the world and by ITOs in New Zealand, and to consider the kinds of arrangements ...

Report of the Phase Two survey data prepared for SPELD NZ

This report presents the findings from an evaluation which began in 2009 on the impact of SPELD in New Zealand, and is the second phase of the larger study. This phase has involved surveying key groups of participants about their perceptions of SPELD. The groups involved are SPELD teachers, RTLBs and school staff from across New Zealand.

This working paper describes a series of recent “student voice” projects undertaken by the New Zealand Council for Educational Research (NZCER). Although these projects varied in terms of their specific contexts and processes, each sought to elicit young people’s perspectives (about learning, education and/or other aspects of their lives), and support the young people to represent their perspectives and insights in forums that included adults, such as teachers, parents, policymakers ...

School-based careers advisors have been given a key role in assisting young people in transition from school to work and further education. Their role is especially significant in light of the strategic importance attached to career development for workforce preparation and development policies. However major changes in the nature of work and in contemporary transitions from school, as well as shifts in career education theory and delivery, mean that careers ...

NZCER’s Families and Communities Engagement (FACE) project investigated ideas and practices involved in bringing together teachers, families, local communities and students to contribute to collective conversations and decisions about education.

This report concerns a sub-project of FACE that aimed to develop and research a process to engage small groups of secondary students in becoming critical and informed contributors to curriculum and education design. We developed workshops to support small groups ...

The guide presents a set of four high-level principles for developing and maintaining good assessment structures and systems for Industry Training Organisations (ITOs). The guide is a resource based on the best available evidence from a research project involving an analysis of New Zealand and international literature, a survey of ITOs, and focus groups with ITO assessors and ITO staff. The primary intended audience for the guide is quality assurance ...

A Curriculum Updates article published in the Education Gazette in March 2010, promoting dialogue and develop understandings about the role of the curriculum principles in designing and reviewing the school curriculum.