This paper summarises the information gained from a review of the literature surrounding the evaluation of technology-rich initiatives in the compulsory schools sector in New Zealand and overseas.

Paper presented at the New Zealand Association for Research in Education (NZARE) conference, Christchurch, 6-9 December 2001.

This paper looks at various definitions of numeracy, ranging from dictionary definitions to a literature search. General patterns of these definitions are explored and common themes identified. The place of numeracy in the New Zealand curriculum is outlined both in the Curriculum Framework, where it is described as an essential skill, and in the individual Curriculum Statements. A brief discussion of numeracy and "street-wise maths" is given.

Paper presented at ...

In common with many other countries, the New Zealand Government’s priorities include building an education system to equip its school leavers with 21st century skills, by focusing effort on building professional knowledge and strengthening effective teaching.

This presentation focuses on the ongoing opportunities that the teachers in our sample have had to become more effective teachers over time.

Our “teachers of promise” form a sample of 57 primary and secondary ...

This paper provides an overview of the first seven years of the Competent Children study.

It covers the origins and purpose of the study, the nature of the sample data, and some of the findings and insights which have emerged.

The paper also uses these factors to explore the value of taking a longitudinal approach to social research

Paper presented at the Ministry of Social Policy seminar, The Long Road ...

This paper advocates for clearer distinctions to be drawn between school science and scientists’ science, particularly with respect to the investigative processes that typify each.

It draws on the findings of a recent survey of public attitudes to science in New Zealand, and on recent international research in science education.

The paper explores the possibility that the images of science that appear to be carried from school into adult life ...

This paper explores ways school subjects could change to meet students' learning needs for meaningful participation in the "knowledge society".

Drawing on selected findings of the second year of the NZCER Learning Curves research project, it describes three different "types" of senior secondary school subjects currently being offered in the NQF/NCEA qualifications regime and discusses how these might evolve in the future.

The paper explores the idea that we need ...

This paper uses the assessment and qualification reforms in the senior secondary school as a case study of change. To provide the context of the paper the first section presents an overview of the New Zealand secondary school sector and the educational reforms of the 1990s. This is followed by a brief outline of the ideas that led to the development of the National Qualifications Framework NQF; a description of ...

Average literacy and numeracy performance among children from low-income homes is lower than others. But some children perform as well as their peers from more advantaged homes.

This paper uses material from the longitudinal Competent Children research project, following children from rising 5 to age 12, to look at the factors which seem to make a difference for these children, against a background discussing the international literature on risk and ...

This conference paper overviews the nature of the ARBs and other standardized tests available within New Zealand for school-based and formative uses.

The levels-based structure of the curriculum and the need for teachers to assess to levels presents a challenge for all school-based assessment, particularly for assessing students' writing. One recent innovation in the English ARBs has been to develop level based scoring guides, and link these to exemplars of ...

Being a “question asker” is an unfamiliar role to many students yet within a 21st century learning framework this is a competency they need to develop. In traditional assessment events students are primed to be “question answerers”, a role that is both familiar and predictable to all concerned. Asking students to develop questions or identify appropriate questions to investigate is unsettling and, for many students, an unpractised skill. These tensions ...