Two mini reports were part of a two-year evaluation of Phase Two of the Regional Education for Enterprise (E4E) Clusters Initiative. The initiative’s overall aim was to embed an enterprising culture within clusters of schools nationwide based on characteristics of their communities. NZCER is tracking and supporting developments in four clusters: Northland, West Coast, Nelson, and Manukau.

The two reports were designed to update the clusters on the progress made ...

The first survey on the impact of the 1989 education reforms showed that they were greeted with both caution and interest. Before the reforms began, parental satisfaction was already high and most parents had some involvement in their child's school.

People in schools were working hard to introduce the reforms, but were often sceptical about their long-term effects. They were more interested in holding on to what they had than ...

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 ...