Intensive Wraparound Service (IWS) is designed for children and young people with complex mental health, behavioural and special education needs.  This evaluation was designed to contribute to the future development of the service.

The full report can be downloaded here.

A media release about the report from Education Minister Hekia Parata is available here.

Secondary schools aim to develop young people to be “confident, connected, actively involved lifelong learners” (New Zealand Curriculum, 2007). This future-focused vision for young learners guides the everyday work of teachers in classrooms, workshops, and laboratories around New Zealand. Science teachers, specifically, are charged with helping “students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in ...

This journal article looks at how a group of 7-9 year olds in four New Zealand primary schools thought about intelligence, their beliefs about themselves as maths learners and how that related to their achievement in maths. It also identified strategies that teachers could use to build students' self-efficacy.

The article can be accessed from Science Direct.

WAPA is a network of West Auckland schools which have worked together since 2009.  NZCER has worked alongside them to look at WAPA's progress and what supports it. The paper contains insights for the new Communities of Learning networks.

Springboard Trust is a non-profit organisation whose aim is to improve student outcomes through improving the effectiveness of principals. NZCER was asked to evaluate the short-term impact of its flagship programme, the Strategic Leadership for Principals Programme (SLPP).

In 2015 Springboard Trust and NEXT foundation commissioned the New Zealand Council of Education Research (NZCER) to evaluate the short-medium term impacts of the Strategic Leadership for Principals programme (SLPP) on school leadership and schools. Focusing on Alumni principals from 2012 - 2014, the evaluation found the programme is of a high calibre, is well-constructed ...

The Parker Brothers' 1971 game of "Careers" may be light-hearted but the career decisions faced by young people leaving school today are no game.  Those decisions are considered more serious and seem more complex now.

Karen Vaughan discusses findings from the Prospects and Pathways study of young people moving into tertiary study and employment, and their bearing on career guidance principles.

This article engages with current debates in New Zealand over the legitimacy of various young people’s activities within a transition-to-work framework based around the metaphor of ‘pathways’. The article argues for a more complex understanding of the imperatives young people now face in choosing careers within a deregulated, seamless tertiary education system that intensifies particular kinds of consumer choice-making. Drawing on analysis from the frst year of a longitudinal study of ‘navigations’ of pathways from ...

This article appeared in Vocations and Learning, v.3, n.2, July 2010. p. 157-178

Young adults’ early career development is an increasingly important field of inquiry. With the complexity of modern transitions from school and the lifelong learning demands of emerging knowledge societies, governments are concerned to improve learning pathways into, and through, tertiary education and work. Young adults are exploring new learning and work possibilities and understanding these create a challenge for governments trying to ...

This article argues that particular experiences in the workplace are more important than others and can lead to transformational learning. This may enable practitioners to cross ‘vocational thresholds’ to new ways of being.  A notion of ‘vocational thresholds’ is developed, aiming to help build an understanding of the most powerful learning experiences of general practitioners (GPs). Vocational thresholds takes its cue from the idea of ‘threshold concepts’ - concepts that ...

"For days and days, you make out only the fragments of what to do. And then one day you’ve got the thing whole. Conscious learning becomes unconscious knowledge, and you cannot say precisely how". (Atul Gawande in Complications, 2002, p. 21)