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Ministry of Education.

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Research reports

What drives learning in the senior secondary school? (published 2018)

This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the  National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling. 

Teaching strategies that work – Reading (published 2018)

This resource is the third in a series of reports derived from a national study of teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above the expected level in the upper primary school years (Years 5 to 8).

The importance of parents and caregivers (published 2018)

TIMSS assesses Year 5 maths and science skills and knowledge, and brings together background information from students, parents/caregivers, teachers and school leaders.

Understanding student attainment and progress (published 2018)

This paper describes why it is important for educators to understand and respond to both progress and achievement to enable children to maximise their potential. It summarises results from a new research dataset compiled by the Ministry of Education to illustrate the different insights that can be gained when looking at achievement relative to progress.

Achievement and progress in mathematics, reading and writing in primary schooling (published 2018)

Analysis of e-asTTle assessment data, 2011 to 2016. In order to support student learning it is important to continually improve our understanding of student achievement and progress. This project makes use of existing data to contribute to our current knowledge of student achievement and progress.

Evaluation of the Teacher-Led Innovation Fund: Final Report (published 2018)

The purpose of this evaluation was to provide timely and relevant information to: Inform continuous improvement of TLIF’s design, implementation and monitoring; Complement monitoring and review information sources to provide information about how the fund is operating; Expand the knowledge base about the nature of innovative teaching practice, collaborative inquiry, and mobilisation of new knowledge.

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Responding to Language Diversity in Auckland (published 2018)

Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. This publication is based on the question, How are schools and early learning services in Auckland responding to this increasing cultural and language diversity?

Pasifika students, Pasifika cultural activities, and engagement with Pasifika families (published 2017)

This evaluation examines findings from the NZCER national survey of primary and intermediate schools 2016, which included a number of questions that asked specifically about matters related to Pasifika students, Pasifika families, or Pasifika cultural activities at school.

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Teaching approaches and strategies that work (published 2017)

This evaluation looks at teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above National Standards in the upper primary school years (Years 5 to 8).

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Digital Technologies for learning: Findings from the NZCER national survey of primary and intermediate schools (published 2016)

This report looks at the role of digital technologies for learning in primary and intermediate schools. It draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked how digital technology is being used, how it could be used, and what it means for teaching and learning.

Quarterly migration reports

Published quarterly, this series of reports gives an update of actual external migration statistics for children based on data provided by Statistics New Zealand. The reports comment on the emerging trends in migration and the potential impact on schools.

Schools’ provisions for international students (published 2013)

This national report is ERO’s seventh report about international students. This evaluation included 95 schools (both primary and secondary) and focused on five aspects in relation to international students – integration, progress and achievement, education programme, pastoral care, overall approach and self review.

Paraprofessional Practice in ESOL Programmes: Part 1: Description and evaluation of paraprofessional practices in supporting initial reading programmes (published 2009)

This document reports on the first part of a two year study on the practices of ESOL (English for Speakers of Other Languages) paraprofessionals working with ELL (English Language Learner) migrant students in initial reading programmes.

Paraprofessional practice in ESOL programmes: Part 2: Evaluation of paraprofessional English Language Assistants’ professional development programme (published 2009)

This report forms the second part of a two year study on the practices of ESOL paraprofessionals working with ELL migrant students.

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Instructed second language learning: A literature review (published 2005)

The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?

Language acquisition research (published 2004)

This research report is a compilation of papers presented at the Language Acquisition Forum held in 2003. The papers were written and presented by educationalists who have had wide experience in both research and teaching in the field of language acquisition and bilingual development. The report will provide the Ministry of Education with possible strategies to support schools and teachers who offer bilingual and immersion education, and the children and whanau who participate in these programmes.

Improving English Language Outcomes for Students Receiving ESOL Services in New Zealand Schools, with a Particular Focus on New Immigrants (published 2003)

This research was commissioned to inform the review of the current ESOL (English Speakers of Other Languages) strategy. The report details the outcome of a review of the literature identifying good practice for teaching and learning in the compulsory school sector for Non-English Speaking Background Students (NESB) and describes the results from an investigation of the ways in which schools provide for and meet the language needs of their NESB students.

A census of providers of ESOL Programmes for international students (published 2002)

In order to provide a better information base of the industry, the Ministry of Education commissioned BRC Marketing & Social Research to conduct a census of providers of ESOL programmes for international students. These providers included primary and secondary schools, community education facilities, universities, polytechnics, English language schools, (other) private training establishments (PTEs), colleges of education, and wananga.

Published on: 09 Jan 2018




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