This article analyses research literature and policy texts to investigate the extent to which culturally responsive education policies can improve Māori achievement in schools. It presents a snapshot ...

Assessment for learning (AfL) has been touted as one of the most promising pedagogical approaches for enhancing student learning. Research suggests that engaging students in AfL helps to improve their ...

In 2024, NZCER was engaged by NZQA to evaluate the NCEA me te Whānau and NCEA ma le Pasifika workshops. These workshops aim to empower whānau Māori and Pacific families by providing them with the ...

We have been receiving a number of questions this past week regarding the future of the Progressive Achievement Tests (PATs), so I'd like to take a moment to clarify our position. NZCER is the ...

This article presents findings from a study focusing on ako in mathematics teaching in one English-medium secondary school classroom. The participants were a Year 9 class (22 ākonga with varying ...

Pasifika students’ cultural knowledge and practices have long had low value in New Zealand schools. It has been argued that culturally responsive teaching practice is a priority for improving the ...

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape ...

A critical component in the development of students' statistical thinking and reasoning is transnumerative thinking; that is, changing representations of data to engender an understanding of observed ...

Children’s inquiry is an approach where tamariki explore and research their own questions and curiosities over sustained periods of time with the support of their kaiako. This article explores ...

The findings of a recent Teaching and Learning Research Initiative (TLRI) project. Researchers used a collaborative whakawhānaungatanga approach to explore how early childhood educators in settings ...

This article argues the view that curriculum policy is an educative resource for teachers, and that this view imposes certain design considerations on policy. Foremost among these is the need to ...