The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.

A total of 288 schools (3,288 teachers) have participated in the project to date. Schools work within the project ...

This report presents findings of an evaluation of the nationwide Introductory Professional Development Programme for teacher aides / kaiāwhina working with students with special educational needs, funded by the Ministry of Education.

The evaluation began in 2001, during the development of the programme, through to 2002 when the programme was implemented. The aim of the evaluation was to help provide a clearer picture of how the programme was delivered, what ...

This report presents the findings from an evaluation carried out in 2006–7 on the Home-school Partnerships: Literacy programme (HSP:L).

This programme was designed to meet a key Ministry of Education’s priority—to strengthen children’s learning and achievement by involving parents in their learning. It began as a Pasifika initiative by engaging parents in their children’s literacy learning by offering sessions in their first language, but has since been broadened to involve all parents ...

The CAS Pilot Project explores the effective pedagogies that are developed through access to CAS technology. This initial report describes the first year of the pilot project. It monitors indicators of effectiveness including changes in teacher practice, student attitudes, and student learning. Aspects of teacher professional development, the impact of the technology on assessment, and issues of sustainability are also evaluated.

The two survey reports are:

• NZCER evaluation of the Regional Education for Enterprise (E4E) Clusters - Report on teacher and lead teacher survey data from Term 4, 2007 
   
• NZCER evaluation of the Regional Education for Enterprise (E4E) Clusters - Report on student survey data from Term 4, 2007

These two mini reports are part of a two-year evaluation of Phase Two of the Regional Education for Enterprise (E4E) Clusters ...

This report is the second in the Education Employment Linkages Research Report series. Its purpose is to document what is already known in the international literature, drawing on the research team’s respective backgrounds in education, sociology, indigenous studies and economics to begin a trans-disciplinary account of key issues for young people making education and employment choices in their transition years from school to work. The report focuses on five themes ...

This is the final report from the Evaluation of the Regional E4E Cluster Initiative, carried out for the Ministry of Education, New Zealand Trade and Enterprise and the Tindall Foundation.

The cluster initiative was specifically set up as an innovative space for schools and regions to work collaboratively to set their own goals and test out different approaches to E4E. Our approach was to look across three focuses—cluster focus ...

This report is the fourth in the Competent Children longitudinal study. It describes and analyses the factors which can make a difference to children's scores at age 10.

The study has followed about 500 New Zealand children over five years, and has been able to look at the relationship of earlier experiences and resources to children's current competency levels.

These included early childhood education, family income levels and changes in ...

This is a report on a one-year action research project aimed at encouraging and strengthening children's Samoan language and literacy learning within an a'oga amata. 

It reports on:

•  the beliefs teachers held about language acquisition and early literacy
• the action research process
• the changes that occured in the teachers' pedagogical practice

The main approaches to making pedagogical change to strengthen laguage and literacy learning were:

• developing an environment saturated in the ...

How can we help our children to develop their thinking?

This report outlines an early part of the Competent Children project: an action research study of six months in the lives of 10 children aged between 4 and 5 years. Using recent advances in theory about how children learn to think, researchers worked with the children's parents and early childhood education teachers to help them observe the children and ...