I te tuatahi, ko te rīpoata Hapori hoki o Rūātoki mā ngā tāngata ake o Rūātoki. Ka whakaata ake tēnā i ngā kōrero mai a ngā whānau me ngā pou reo mō te hauora o te reo Māori ki roto i te whārua, me ōna hua ki ngā whānau o Rūātoki.

I Rūātoki, he mea ārahi te rangahau e Tītoki Black rātou ko Irene Huka Williams ko Te Whetū McCorkindale ...

This report looks at the role of digital technologies for learning in primary and intermediate schools.

The report draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked how digital technology is being used, how it could be used, and what it means for teaching and learning.

The survey sought the views of principals ...

This is the final evaluation report of the Teach First NZ programme pilot, delivered in partnership with The University of Auckland. The Teach First NZ pilot programme is an alternative field-based Initial Teacher Education (ITE) two-year programme. The pilot programme operated between 2013 and 2016 with three annual intakes of up to 20 participants. You can find the report on the Education Counts website.

As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a two-year New Zealand study of 41 apprentices in general practice medicine, carpentry, and engineering technician work ...

This project focuses on capability-building through a new apprenticeship for support workers. 

It grew out of the recognition of changing needs in the health and community support sector. Clients’ (and their family’s) needs are changing. There is more demand for restorative models of care and client-driven (person-centred) support. These changes shift the nature of support work away from being focused on straightforward task performance, such as occupying the attention of ...

Paper for the AARE-NZARE conference, Brisbane, 30 November – 4 December 2014.

This paper examines the extent to which New Zealand’s self-managing (autonomous) schools have been able to build such learning-centred community, and the policies that appear to have supported or stalled this development. It uses analysis from NZCER’s national school surveys to show how such approaches developed markedly between 2007 and 2010 as New Zealand primary schools started work ...

This report details the results of an investigation into the school-based assessment, PAT: Reading Comprehension, which has recently gone online. We wanted to know whether the test items behaved in similar ways in the online and paper-based modes, and whether there was any difference in student scores.

There were two main findings:

1. There was very little difference between how items behaved online and how they behaved on paper. That is ...

This report describes sampling and analysis details for the NZCER national survey of primary and intermediate schools 2016, as well as respondent characteristics and characteristics of the schools with which respondents are associated. It supports the individual thematic reports that use the 2016 National Survey data.

The  Teacher-led Innovation Fund (TLIF) is a government fund intended to help groups of teachers develop innovative practice. The Ministry of Education had shared four themes that had already emerged from TLIF Monitor meetings as being important in teacher-led inquiry. The themes related to the way that TLIF teams:

• worked with external experts;
• engaged with the community;
• used an evidence base to information implementation; 
• sustained inquiry with a changing team ...

This report sought to understand how the Principal Recruitment Allowance programme was operating, and provide information to the Ministry of Education to help inform their decision making aimed at improvement around the programme.