New NCEA report: “We should be weighing credits – not counting them”

The Ministry of Education says it will look closely at the New Zealand Initiative's suggestion of weighing NCEA credits, rather than simply counting credits, in order to effectively measure student and school performance.

Te Reo’s doubtful future and the prospect of compulsion

Professor PAUL MOON says making Te Reo compulsory in schools is not the answer.

What is the best age for starting school?

With the Education (Update) Amendment Bill facing its final reading this week, the public is focused intently on the proposed cohort entry policy which would allow children to start school prior to their fifth birthday. Here, Dr JOHN BOEREBOOM evaluates the international research and experience and considers what this means for New Zealand’s youngest learners.

Is ‘mat time’ a waste of time?

ANITA MORTLOCK shares her research about the common practice of ‘mat time’ in New Zealand schools.

The great outdoors

The physical environment plays an important role in children’s education and in shaping their development. Here, US teacher and Fulbright scholar LAUREN ZAPPONE MAPLES congratulates New Zealand for providing students with well-supported outdoor education opportunities.

Making learning visible: putting Hattie into practice

Professor John Hattie’s meta-analyses have helped to unveil effective teaching and learning practices. Here, LYNDA SHANKS shares how this research is being made accessible to schools and teachers through the popular Visible Learningplus programme.

Massey researchers find IES evidence doesn’t stack up

A team of Massey University education policy specialists has highlighted 11 areas of concern about the Government’s $359 million Investing in Educational Success (IES) programme.

Use it or lose it – countering the ‘summer reading drop’

KATE RUSSELL explores what is being done in several New Zealand schools to keep students motivated to read over summer – and term – holidays.

Research: the teacher expectation project

The Teacher Expectation Project arose from earlier work by CHRISTINE RUBIE-DAVIES. Here she discusses the research and how it reveals the impact that grouping students, class climate, and goal setting can have on achievement.

Reliability of National Standards assessments called into question

A recent report has cast doubts over the reliability of teachers’ National Standards assessments and rises in student achievement.
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Technology and our tamariki – are we getting it right?

Paediatric physiotherapist Julie Cullen looks at the impacts of edu-gaming and time spent on devices on the wellbeing, development and educational outcomes of Kiwi kids. With so much research now to consider, are we getting it right when it comes to technology and our tamariki?