Spotlight on mathematics/pāngarau (04/13)
This Education Counts webpage brings together a range of resources designed to help those interested in improving students’ achievement levels in mathematics in New Zealand.
Mathematics in Years 4 to 8: Developing a Responsive Curriculum (published 01/02/2013)
In this evaluation ERO used the mathematics learning area and associated standards to look at what schools were doing to raise the achievement of students in Years 4 to 8.
Evaluation at a glance: Transitions from Primary to Secondary School (published 10/12/2012)
This national report combines current research with findings from recent ERO reports about students' transitions between and through schools. The report discusses the important pastoral care and learning support processes needed for successful transitions.
Easing the transition from primary to secondary schooling: Helpful information for schools to consider (published 30/10/2012)
This report is the last in a series of three. Each report presents findings from a Ministry of Education project "A Study of Students' Transition from Primary to Secondary Schooling".
Reporting to Parents: National Standards Years 4 to 8 (published 9/2012)
This report is part of a series ERO is publishing about National Standards. The report shows that while most of the schools evaluated were meeting their reporting requirements, there are still some that need to improve the way they communicate National Standards information to parents and whānau.
Evaluation at a glance: Priority learners in New Zealand schools (published 29/8/2012)
This report is the second in the Evaluation at a Glance series. It is a synthesis of material from 15 national evaluations and reports of good practice published in the last four years that, taken together, reveal three key issues facing New Zealand’s education system.
Building a science curriculum with an effective nature of science component (published 2012)
This paper places two decades of science curriculum reform in New Zealand in the context of international debate about the “nature of science” (NOS) as a driver of change. It outlines the sort of changes that the NOS focus was expected to deliver, why they were seen as a good idea and the challenges encountered in other countries. It then comes back to the New Zealand experience, tracing the development of the science learning area in the New Zealand Curriculum. The paper poses questions about what needs to happen next in science curriculum development.
Science in the New Zealand Curriculum e-in-science (published 2012)
This is a milestone report for the MInistry of Education on the e-Learning in science project. It explores the possibilities that exist for e-in-science to enhance student engagement and learning in science. It draws on data from a survey of 343 New Zealand teachers.
Science community engagement with schools (published 2012)
This report documents the first phase of a project looking at school–science community engagement initiatives. It was carried out for the Ministry of Education as part of the Science community engagement project, which is part of a wider programme of work on science in the curriculum.
The report explores the wide range of programmes, initiatives and partnerships currently operating that are designed to link schools and the science community. Specific examples are discussed and there are sections on initiatives targeting Māori and Pasifika students. The report also discusses international initiatives. The final section looks at the purpose of science community-school collaborations and asks how they can be sustained and where to next.
Curriculum support in science (published 2012)
This report for the Ministry of Education analyses the results of a short online survey of teachers. The survey asked about teachers' access to a range of resources that support teaching and learning in science. The survey drew on responses from 343 teachers in New Zealand primary and secondary schools. The findings will help inform the ongoing work of the three projects within the Science in the Curriculum programme of work. The ethical process followed for the survey is described in 20 minute survey about teaching and learning in science.
Teaching as Inquiry: Responding to Learners (published 19/7/2012)
This is ERO’s second national evaluation report on the extent to which schools have processes in place to support teaching as inquiry. It also looks at the specific inquiry approaches teachers use in classrooms.
The New Zealand Curriculum Principles: Foundations for Curriculum Decision-Making (published 19/7/2012)
This is ERO’s second national evaluation report looking at the extent to which the principles of The New Zealand Curriculum are evident in schools’ curricula and enacted in classrooms. The curriculum principles are intended to be the basis of curriculum decision-making at schools.
Supporting future-oriented learning and teaching - a New Zealand perspective (published 2012)
This research report draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education. It was commissioned by the Ministry of Education to support its programme of work to develop a vision of what future-oriented education could look like for New Zealand learners.
Improving Education Outcomes for Pacific Learners (published 1/5/2012)
This is ERO’s third national evaluation report focusing on how schools engage with Pacific learners and act to improve their achievement outcomes. The report is based on information gathered from 302 schools from a range of deciles, roll sizes and locations across the country.
Science in the New Zealand Curriculum: Years 5 to 8 (published 5/12)
The Education Review Office (ERO) has evaluated the quality of science teaching and learning, its place within the curriculum, and its relationship to literacy and numeracy teaching, focusing on years 5 to 8 in 100 schools.
The primary school curriculum: Assimilation, adaptation, transformation (published 2012)
This NZCER report focuses on the implementation of the New Zealand Curriculum (NZC) in primary and intermediate schools. The NZC was published in 2007 and by 2010, implementation was expected to have been well underway. This report looks at differences across the sector in terms of progress on implementation and includes discussion of issues such as how schools are prioritising different aspects of the NZC, shifts in classroom - based formative assessment, use of ICT to support the school curriculum and the challenges of creating a curriculum to meet the learning needs of all students.
Competent Learners @ 20 - Summary of Key Findings (published 9/11)
The New Zealand Council for Educational Research (NZCER)’s Competent Learners study has followed some 500 children from just before they started school. In 2009 they turned 20. This summary gives some key findings from the age-20 phase of the Competent Learners study.
From community engagement in education to public engagement with education (published 2011)
This paper discusses the relationship between schools and their communities. It explores the purpose of different school-community initiatives and discusses the case for a wider public engagement in education for the purpose of rethinking how schools meet the needs of all learners in the 21st century.
Directions for learning: The New Zealand Curriculum Principles, and teaching as inquiry May 2011 (published 22/7/11)
In early 2010, the Ministry of Education asked the Education Review Office (ERO) to conduct an initial evaluation, and a follow up evaluation one year later, to investigate how schools were using the eight principles and the teaching as inquiry process as outlined in The New Zealand Curriculum.
Education Gazette article - Schools reflect curriculum principles
More ladders, fewer snakes: Two proposals to reduce youth disadvantage (published 19/7/11)
Youth aged 15 to 19 in New Zealand are disadvantaged compared to youth in other OECD countries in nearly every way. Can New Zealand reduce the disadvantages suffered by young people in a way that contributes to New Zealand becoming a successful multi-cultural society?
Network Learning Community Case Studies (published 17/5/11)
The Ministry of Education carried out an evaluation of the Network Learning Communities (NLC) initiative in 2010. NLCs are one of the PLD opportunities offered in 2011 by the Ministry and delivered by School Support Services.
An Evaluation of Network Learning Communities — Main Report (published 5/11)
This report presents findings from a study evaluating the Network Learning Communities initiative in 2010.
An Evaluation of Network Learning Communities — Summary Report (published 5/11)
This is the short summary report from a study evaluating the Network Learning Communities initiative in 2010.
An Evaluation of Network Learning Communities — Technical Report (published 5/11)
This is the technical report from a study evaluating the Network Learning Communities initiative in 2010. It contains detailed analyses of two surveys and presented 10 case study summaries.
Curriculum Implementation Exploratory Studies 2 (published 5/11)
This study reports on ways in which innovative schools and teachers have been working to implement The New Zealand Curriculum across all three years of the project.
The Shape of Curriculum Change summary
Rose Hipkins' breakfast presentation covering the key findings from the Curriculum Implementation Studies (CIES) project (Cowie, Hipkins, Keown, Boyd, 2011), and supporting resources.
NZCER 2010 Primary & Intermediate Schools National Survey (published 12/2010)
This survey was conducted in schools in July 2010 in a random sample of 350 schools. It includes the views of principals, teachers, boards of trustees and parents on a range of issues. This report provides a snapshot of the overall patterns.
The survey included questions about the implementation of National Standards and this report includes those findings.
Science Education for the Twenty-first Century (published 5/4/11)
A strong and forward-looking science education system in the school years is a necessary prerequisite for New Zealand’s future success in an increasingly knowledge-based world. Yet the changing nature of science and the changing role of science in society create major challenges for effective science teaching.
Implementation of the New Zealand Curriculum: Synthesis of Research & Evaluation (published 1/4/11)
The revised New Zealand Curriculum was launched in November 2007, with schools required to give full effect to the curriculum by February 2010. Progress towards this has been monitored using evidence reported by the Education Review Office and research teams commissioned by the Ministry of Education.
Monitoring and Evaluating Curriculum Implementation: Final Evaluation Report on the Implementation of The New Zealand Curriculum 2008–2009 (published 1/4/11)
This report presents findings from a national evaluation of the implementation of The New Zealand Curriculum. The project sought to establish a national picture of implementation progress in English-medium schools in the first two years following the curriculum's launch in November 2007.
Evaluation at a Glance: What ERO Knows About Effective Schools (published 9/3/11)
This report explores five themes from a cross-section of ERO's evaluations in primary and secondary schools over the past four years.
Promoting Success for Māori Students: Schools’ Progress (published 5/10/2010)
This 2010 report evaluates how schools have promoted success for Māori students since ERO’s previous national report in 2006. The success of Māori students at school is a matter of national interest and priority. ERO has published five national evaluation reports on this topic since 2001. These have identified system-wide issues and recommended steps to be taken by schools and by the Ministry of Education to promote success for Māori in education.
Preparing to Give Effect to the New Zealand Curriculum (published 31/5/10)
In this evaluation, undertaken in Terms 3 and 4 2009, ERO investigated school leaders’ progress with organising teaching and learning to give effect to The New Zealand Curriculum, and implementing effective teaching strategies.
MECI project May 2009 milestone: Executive summary (published 18/1/10)
In November 2007 The New Zealand Curriculum (NZC) was launched in New Zealand. That policy statement provides direction and guidance for teaching and learning in New Zealand’s state (including integrated) schools. This report summarises a national evaluation of the implementation of that curriculum being undertaken by researchers at the Faculty of Education, the University of Auckland, for the Ministry of Education.
School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis (published 4/11/09)
The Ministry of Education’s School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration (BES) was launched by the Minister of Education, Hon. Anne Tolley, at the opening of the University of Auckland Leadership Centre on 4 November 2009.
A friendly guide to the leadership BES
Professor Viviane Robinson has recorded a friendly guide to the leadership BES on the Educational Leaders site.
Curriculum Implementation Exploratory Studies: Final Report (published 21/10/09)
This final report provides an overview of the findings from the Curriculum Implementation Exploratory Studies (CIES) project.
Readiness to Implement The New Zealand Curriculum (published 31/7/09)
Schools are expected to be preparing for the implementation of The New Zealand Curriculum by February 2010. As part of its regular reviews from Term 3, 2008 until the end of 2009, ERO is evaluating and reporting on schools’ readiness to implement this curriculum.
Managing Professional Learning and Development in Secondary Schools (published 30/04/09)
Teaching is a complex and demanding profession. Teachers require high quality support and training throughout their careers to ensure they have the strategies and skills to meet the needs of learners. Professional learning and development (PLD) is central to maintaining and improving teacher quality.
Managing Professional Learning and Development in Primary Schools (published 30/04/09)
In this report and its companion report for primary schools our focus has been on how well schools manage professional learning and development for the people whose skills and training are most fundamental to the achievement of students – classroom teachers.
Social Sciences Tikanga a Iwi (published 11/08)
This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme seeks to support collaborative knowledge building and use across policy, research, and practice in education.
Teacher Professional Learning and Development (published 12/07)
The Teacher Professional Learning and Development BES illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners.
Effective Pedagogy in Mathematics/Pangarau (published 2/07)
This best evidence synthesis in pāngarau/mathematics plays a key role in knowledge building for New Zealand education. As a capability tool, it identifies, evaluates, analyses, and synthesises what the New Zealand evidence and international research tell us about quality mathematics teaching.
Professional Development in Early Childhood Settings (published 10/03)
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand . It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers.
Community and Family Influences on Children's Achievement (published 6/03)
The influences of families/whanau and communities are identified as key levers for high quality outcomes for diverse children. Outcomes include both social and academic achievement. The focus is on children from early childhood through to the end of secondary schooling.
Quality Teaching for Diverse Students in Schooling (published 6/03)
Quality teaching is identified as a key influence on high quality outcomes for diverse students. The evidence reveals that up to 59% of variance in student performance is attributable to differences between teachers and classes, while up to almost 21%, but generally less, is attributable to school level variables.
Quality Teaching: Early Foundations (published 1/03)
This synthesis addresses the question of:
“What works in early childhood teaching for maximising children’s learning outcomes and reducing disparities amongst diverse children?”
Updated on: 30 Oct 2012
