New Zealand Council for Educational Research - NZCER

He pai uiuinga - Kairanghau Matua Māori Nicola Bright discusses her new report, Poipoia ngā tamariki—How whānau and teachers support tamariki Māori to be successful in learning and education

Ensuring Success for Ākonga Māori I kōrero a Nicola Bright e pā ana ki ngā hua o te kaupapa rangahau i whānake ai e Rangahau Mātauranga o Aotearoa

Primary schools: Want to be part of our national study on student achievement?

NZCER is looking for a small number of schools to take part in a pilot of a new writing assessment in the first three weeks of term 3, as part of the curriculum insights and progress study - a joint project between NZCER and Otago University's Educational Assessment Research Unit.

The pilot will involve teachers running an online writing assessment for year 6 and 8 students, and teachers running a paper-based assessment for year 3 students.

We are looking for Wellington-based schools to pilot the year 3 assessment. We welcome the participation of schools from across Aotearoa to pilot the year 6 and 8 assessment.

Researchers from NZCER will help teachers to organise and run the assessment. Each assessment will take about an hour. The focus of the pilot is on testing the assessment, the instructions, and gauging student engagement and questions.

If you would like to take part in this exciting opportunity, please email [email protected].

New research! Poipoia ngā tamariki: How whānau and teachers support tamariki Māori to be successful in learning and education

By Nicola Bright and Melinda Webber

This is the third COMPASS report from the collaboration between NZCER and Professor Melinda Webber (The University of Auckland), on the analysis of data collected through her national research project Kia tū rangatira ai: Living, thriving and succeeding in education.

This latest kaupapa Māori study analyses data from Kia tū rangatira ai to explore notions of success, support networks, and aspirations for tamariki Māori from the perspectives of whānau. It shares whānau beliefs about how they, and teachers, can best support tamariki to be successful in learning and education.

Key findings:

Whānau are the first and most important role models for many tamariki. However, this study found that most parents are not aware of how much their tamariki look up to them as role models. Whānau play a significant role in setting tamariki up for success, and this report provides information and practical strategies for whānau to support their tamariki in their learning at home and at school.

“Māori cultural identity, reinforced by positive whānau beliefs and attitudes, is a powerful protective factor for tamariki. A strong sense of identity contributes to tamariki Māori being successful at school. It assures tamariki that they belong, they are valued, and should be proud of who they are and where they come from.

Teachers do many of the same things that whānau do at home to support tamariki. Whānau value the expertise teachers bring in determining an individual’s learning strengths and needs. They most value teachers who are able to adjust their teaching practice to best support individual learning strengths, needs, and interests, and make learning enjoyable for tamariki.

Full report here: https://www.nzcer.org.nz/research/publications/poipoia-nga-tamariki

Nau mai, haere mai ki a koe Louise!

Last week we welcomed Louise Murphy, our new Tumu Pakihi me te Putea / General Manager of Business and Finance.

Louise joins us having led two finance teams across Careerforce, and ServiceIQ, and over 20 years of experience across vocational education, electricity, health and more. Please join us in welcoming her to the NZCER whānau!

Improving classroom practice: Lessons from psychology

A special issue of the NZ Journal of Educational Studies, featuring our very own Mohamed Alansari as one of the guest editors!

"The articles in this Digital Collection explore how psychological research has been used to improve teaching and learning in Aotearoa New Zealand classrooms across primary (elementary), secondary (high), and tertiary sectors. The collection offers contemporary insights for improving classroom practice through applying a varied range of psychological framings, and the use of novel modes of inquiry. Issues covered include teacher expectations, mathematics, emerging readers, Māori and Pasifika concepts in the classroom, science and technology education, and complexities in highly-transient contexts."

Improving classroom practice: Lessons from psychology The articles in this Digital Collection explore how psychological research has been used to improve teaching and learning in Aotearoa New Zealand classrooms ...

“Our longstanding belief is that standardised assessments are valuable in low-stakes, formative environments rather than as a high-stakes, solitary indicator of progress. We hope PATs will continue to be used as one of several tools in a teacher’s toolkit – alongside observations, whānau input, ākonga feedback and appropriate professional learning and development.”

https://www.nzcer.org.nz/news/standardised-testing-can-be-useful-if-we-keep-it-low-stakes

"We would argue that the primary goal of any compulsory testing should be to enhance our understanding of teaching and learning in a way that respects everyone involved and leads to improved student learning outcomes.

This goal suggests that schools and teachers need the flexibility to choose and use assessment tools that best fit their and their students’ needs."

With today's announcement that Progressive Achievement Tests (PATs) will be one of the options for schools to use in their assessment, it seems a good time to revisit "Considering the assessment landscape in 2024", by our Tumuaki Graeme Cosslett and Chief Researcher Charles Darr.

In the piece, published in March, they break down several proposed policies (including those announced today) and lay out our position as the administrators of PATs.

https://www.nzcer.org.nz/nzcerpress/set/articles/considering-assessment-landscape-2024

"In the timetables that we saw, the competition between subjects for a space on the timetable was replaced by the allocation of blocks of time to different types of learning, such as integrated courses or projects, foundational literacy and numeracy, study skills, wellbeing, or relationships. There was choice for students within some blocks, such as integrated courses or projects.

Thus, the timetable had become more than a way of showing how the subjects/learning areas would be covered. Instead, it became more about how the school would ensure that the knowledge, skills, attitudes, dispositions, and capabilities that it wanted for its students—the things that could not be left to chance—would happen."

From the archives - Jan Eyre and Sophie Watson's 2019 report, It's Time: Transformational timetabling practices

https://www.nzcer.org.nz/research/publications/its-time-transformational-timetabling-practices

New research! COMPASS: Whānau Pasifika navigating schooling in Aotearoa New Zealand

By Renee Tuifagalele, Jean M. Uasike Allen, Rāhera Meinders, and Melinda Webber

This report focuses on the perspectives of whānau Pasifika as they express their attitudes and beliefs about what success looks like for their tamariki and why success is important. It employs the Indigenous practice of wayfinding to frame discussions of success through a range of values whānau Pasifika hold, and supportive characteristics they enact that steer their tamariki towards achieving their educational aspirations.

Our research question for this study was: What are the Pasifika values that guide whānau as they navigate educational spaces and how are these anchored in Pasifika measures of success?

This report forms part of our wider COMPASS project, a partnership between Rangahau Mātauranga o Aotearoa and the University of Auckland’s Professor Melinda Webber. You can read the full report below!

COMPASS: Whānau Pasifika navigating schooling in Aotearoa New Zealand | New Zealand Council for Educational Research Author(s): Renee Tuifagalele, Jean M. Uasike Allen, Rāhera Meinders, and Melinda Webber AttachmentSize COMPASS Whānau Pasifika navigating schooling in Aotearoa New Zealand [Executive Summary].pdf246.81 KB COMPASS Whānau Pasifika navigating schooling in Aotearoa New Zealand [Full Report].pdf817.6...

New report: What do researchers think of jumping in the ocean in June?

NZCER is proud to announce the findings of its latest survey, following our traditional Matariki mid-winter swim in Wellington Harbour. Our overarching research question was "what was the water like?"

Survey respondents (n=4) gave largely positive responses to the question, noting that the swim was "not that cold", "invigorating", and "enjoyed by all".

These findings have high reliability, but are not generalisable.

New research! Poipoia kia puāwai: How schools support ākonga Māori and Pacific students to attain University Entrance

By Esther Smaill, Sally Boyd, Georgia Palmer, Renee Tuifagalele, Melissa Denzler, and Lorraine Spiller

This report identifies five foundational conditions needed for schools to support high UE attainment for ākonga Māori and Pacific students:

- establishing and maintaining meaningful staff and student, and school and whānau, relationships
- understanding the importance of culture and the need to ensure that the school environment affirms the languages, identities, and cultures of ākonga Māori and Pacific students
- holding high expectations for all students
- ensuring students are taught by effective teachers
- having effective school leaders who prioritise equity.

The research also found the six schools employed a variety of initiatives and approaches to support high UE attainment for ākonga Māori and Pacific students. These fell into five broad categories:

- Developing leadership systems, roles, and opportunities that prioritise relationships, learning, and achievement
- Using achievement data in a responsive way to set and review targets, identify and respond to needs, and allocate resources
- Designing pathways to UE that reduce barriers
- Starting students early on a pathway to UE
- Supporting students to stay on a pathway to UE.

The initiatives and approaches employed in these six schools show other secondary schools, policy makers, and universities what it takes to improve equity for ākonga Māori and Pacific students, and that it can be done.

Find the full exploration of foundational conditions and initiatives in place at these schools in the report below!

https://www.nzcer.org.nz/research/publications/poipoia-kia-puawai

Are you at the 2024 Te Whakarōputanga Kaitiaki Kura o Aotearoa - NZ School Boards Association conference?

Our superstar Kaitohu Mātauranga Melissa has all the latest on our books, journals, assessments, and even a lightbulb or two - drop in and say tēnā koe!

"Thirty percent of our new entrants had not had hearing checks or immunisations, so we contacted the health services and arranged for them to take place at school, with parent permission," one school leader told the researchers.

"I guess we prioritise those that make a difference to their learning... so fed, clothed, and dry. That's probably the best way of looking at it because you can't learn if any of those three things are missing," said another.

Some analysis of our recent report, "Assessing how schools are responding to the Equity Index", over at RNZ

Schools use funding to keep kids 'fed, clothed, and dry' A quarter of schools say their school needs an increase of more than $100,000 a year.

New report - Mana Ora: Students Decarbonising Schools evaluation

By Rachel Bolstad

In 2023, Auckland Council's Sustainable Schools team piloted a project called Mana Ora: Students Decarbonising Schools. This project aimed to empower students, with support, to plan and implement action projects linked to decarbonisation within their schools.

Eighteen Mana Ora projects were implemented in early childhood, primary, and secondary schools. NZCER was engaged to evaluate the impact of Mana Ora in 13 English-medium settings. A separate process gathered learning from Mana Ora projects in 5 Māori-medium settings.

Key findings from the evaluation include:

- Many students said it was “empowering” to see ways they could take action on climate change and sustainability issues through making a change in their own school.
- Many students were able to explain new understandings they had developed about climate change and/or decarbonisation.
- Many lead teachers said Mana Ora had contributed to their confidence and knowledge to teach about and inspire climate action learning.
- Advisors said that Mana Ora had helped build their own knowledge and confidence about how to “connect the dots” between school sustainability practices and decarbonisation.

Find the full report here - https://www.nzcer.org.nz/research/publications/mana-ora-students-decarbonising-schools-evaluation

New report: Assessing how schools are responding to the Equity Index

By Mohamed Alansari, Hana Turner-Adams, and Mengnan Li

In 2023, the New Zealand Council for Educational Research (NZCER), on contract to the Ministry of Education, undertook research to assess schools’ responses to the Equity Index (EQI) and the associated key questions:

1. To what extent are schools/kura implementing initiatives, practices, and resources designed to address socioeconomic barriers? (baseline)
2. To what extent are schools/kura changing practices or expenditure decisions to address socioeconomic barriers in response to funding changes resulting from the EQI?

A case study methodology was used to provide nuanced understandings of how 15 English-medium schools across Aotearoa New Zealand support their students to achieve equitable outcomes, and how that might change with the introduction of the EQI. The report also describes schools’ initial perceptions of, and reactions to, the new EQI system.

https://www.nzcer.org.nz/research/publications/assessing-how-schools-are-responding-equity-index

New journal issue: Set 2024, no.1! Featuring...

Teaching the mana model—A Māori framework for reconceptualising student success and thriving, by Melinda Webber

Supporting Māori learners through bicultural teacher–parent partnerships using the PATI model, by Karyn Saunders

From key competencies to science capabilities and on to enduring competencies: Tracing the trajectory of an idea, by Rosemary Hipkins

Deep and connected learning through hypothetical learning trajectories, by Amanda Gardner

Science journeys of Pacific learners: Myths and realities, by Martyn Reynolds and Pio Lupo

Considering the assessment landscape in 2024, by Charles Darr and Graeme Cosslett

Now available at the link below!

https://www.nzcer.org.nz/nzcerpress/set/set-2024-no-1

"Schools recognise that whānau, hapū and iwi are vital collaborators in shaping their curriculum. They see that connecting with tangata whenua world views support learners of all cultures to share a sense of personal connection to their shared place. There is concerted effort by schools to meet and work with tangata whenua. Different contexts shape the relations between schools, kura and tangata whenua, but all are taking active steps to prioritise tangata whenua narratives in their teaching and learning.

Building and sustaining these relationships takes time and trust. Many teachers and school leaders we are working with understand that, and are comfortable with taking time to nurture these relationships."

https://www.nzcer.org.nz/blogs/schools-are-excited-about-localising-aotearoa-nz-histories-curriculum-and-so-are-we

Have you used our new PAT Pānui or PAT Pāngarau this year? We'd love to hear from you!

We are seeking feedback around our refreshed assessments and related support resources. We are also interested in your thoughts about what we might refresh next (or what new assessments we could develop).

Please access the customer survey below and you could win one of three PAT workshops with our education advisory team for your school!

https://www.surveymonkey.com/r/TTV3W28

Kia kotahi te hoe, kia manawa piharau

E rere ana ā mātou mihi nui ki ngā tāngata katoa i tae mai ki tō mātou rā whakanui.

Last Wednesday, we held our event Kia kotahi te hoe, kia manawa piharau - a celebration of 50 years since Richard Benton’s sociolinguistic survey and the establishment of Te Wāhanga. We were honoured to witness the wisdom, passion and wit of some incredible speakers who took us on a journey looking at the past, present and future of te reo Māori revitalisation and research.

The group spoke of the challenges faced by and opportunities ahead for te reo Māori, with topics running from threats posed by artificial intelligence, though to looking to the values and principles within Te Ture Reo Māori for guidance.

We'll have more from the event very soon - but for now we would like to thank Richard Benton, Hona Black, Arihia Stirling, Ria Tomoana, Nicola Bright, Esther Smaill and Mere Skerrett for their time, knowledge, enthusiasm and hope for the future of te reo Māori.

Waiho i te toipoto, kaua i te toiroa
Let us keep close together, not wide apart

"An unhurried histories curriculum balances urgency with care. Slowing down can speed up the quality of what is taught and how.

It helps to ensure we take the time to learn from past mistakes, and amplify the potential of responsible citizenship in this place we all call home."

https://www.nzcer.org.nz/blogs/schools-are-excited-about-localising-aotearoa-nz-histories-curriculum-and-so-are-we

Wanted: Secondary teacher survey responses (you could win $150!)

We’re looking for secondary school kaiako to take our survey for evaluating Sorted in Schools - a programme from Te Ara Ahunga Ora Retirement Commission focused on building financial capability in schools.

You do not have to have done the programme - or even heard of it. We simply want as many responses as possible to give a big picture on the programmes’ use across Aotearoa.

You can find the Sorted in Schools survey here - https://www.surveymonkey.com/r/NXZNRYJ

Every participant goes in the draw to win $150!

Innovative Learning Environments (ILEs) continue to be a hot-button topic for schools across Aotearoa. But what do teachers actually think about them?

Our National Survey of Secondary Schools looked at the factors contributing to positive experiences in ILEs, and found that a culture of PLD and reliable digital resourcing can really influence what happens in the classroom, and how teachers feel about their jobs.

The full research briefings are here - https://www.nzcer.org.nz/research/publications/research-briefs-national-survey-schools

And report authors Mengnan Li and Mohamed Alansari also wrote about their findings over on Ipu Kererū! https://nzareblog.wordpress.com/2024/02/16/secondary-teachers-ile/

Remember, expressions of interest for TLRI research funding close next week!

If you're looking for research funding through our Open Pathway, you have until 5pm on Wednesday May 1 to submit your EOI.

Those seeking funding through the Whatua Tū Aka kaupapa Māori research pathway will be able to submit a full proposal after this date, but any EOIs should also be in by next Wednesday.

You'll find full details on how to apply - as well as the research priorities the TLRI is seeking to fund - at the link below.

http://www.tlri.org.nz/apply-funding

New report: Using home languages as a resource to enhance statistical thinking in a multicultural classroom

By Associate Professor Sashi Sharma, Te Kura Toi Tangata - School of Education - University of Waikato

The language of statistics can be challenging. All the more so in English medium classrooms for English second language learners who must simultaneously learn English and statistical English, and be able to negotiate between these two. This collaborative project researched the use of home languages as a resource for multilingual students in learning statistical probability over two cycles of design research in two multicultural Year-9 classes, with findings illustrating the potential of translanguaging to support diverse learners of statistics.

Now available through the Teaching and Learning Research Initiative - http://www.tlri.org.nz/tlri-research/research-completed/school-sector/using-home-languages-resource-enhance-statistical

New report - He Kaponga Arotake: Evaluation of the Balanced Scorecard approaches by Springboard Trust

Davina Hunt, Kiri Fortune, and Rachel Bolstad

“We can focus on the whole picture of what we’re doing at school. I think with a broad lens it means it’s more achievable. There’s more flexibility. But the focus always comes back to: What can we do to support our learners the best?” (Principal participant)

As a continuation of NZCER’s work with Springboard Trust, we recently completed an independent formative evaluation of their Balanced Scorecard for Schools Aotearoa professional learning and development programme.

This modified the Balanced Scorecard (BSC) tool, developed initially to support businesses (Kaplan & Norton, 1992) to assist principals in the challenge of measuring their school’s progress against their strategic plan. The BSC encourages principals to set objectives and measures for four perspectives: Academic Learning; Teaching and Leadership; School Culture and Community; People, Tools and Resources.

We interviewed eight principals to examine what has worked well in the programme, what could be improved, and where principals see the programme going next.

https://www.nzcer.org.nz/research/publications/he-kaponga-arotake-springboard-trust

NZCER on tour!

Our kaimahi Nicola Bright and Esther Smaill presented at the American Educational Research Association (AERA) annual meeting this week, bringing their vital rangahau to the world!

The theme for the event was “Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action", and saw our kairangahau present "Growing Māori Language in Schools: Critical Conversations About Identity, Positioning, and Racism".

The presentation focused on their 2022 findings report, He reo ka tipu i ngā kura: Growing te reo Māori in schools. It identifies key issues for English-medium primary schools to consider when developing a strategic approach to Māori language teaching and learning, as well as practices that create a positive impact on Māori language teaching and learning.

Congratulations to Nic and Esther - and you can read the findings report here! https://www.nzcer.org.nz/research/publications/he-reo-ka-tipu-i-nga-kura-findings-report

In 1973 Dr Richard Benton began a sociolinguistic survey of te reo Māori that led to turning point in the fate of the language. The survey was the first project undertaken by NZCER’s newly-established Māori Research Unit, Te Wāhanga Kaupapa Māori.

The survey became known as the Benton report, and continues to be a reference point for sociolinguistic researchers.

Below you'll find some of the maps indicating findings from the reports - of which there are more than 140, all at the link below!

https://www.nzcer.org.nz/benton

The latest on our refresh of the Progressive Achievement Tests - now in an Ed Gazette near you!

Empowering equity with refreshed assessment tool – Education Gazette With a legacy spanning more than four decades, Progressive Achievement Tests assessments have undergone a refreshing transformation led by the New Zealand Council for Educational Research, charting a course toward greater equity in education.

New report: Learning From Each Other: Enhancing Pacific Education through People, Concept and Culture-focused Inquiry

Cherie Chu-Fuluifaga and Martyn Reynolds

This new report, funded through the Teaching and Learning Research Initiative, provides a relationship-derived description of helpful tools that are useful for communities, educational professionals, and professional development providers to support sustained positive change for Pacific students.

Full report now available: http://www.tlri.org.nz/tlri-research/research-completed/school-sector/learning-each-other-enhancing-pacific-education

"Schools that provide learning experiences, guidance, and opportunities that enable students to practice and apply their citizenship and activism skills will help to bring life to the vision of NZC. Most importantly, it will enhance the potential and mana of young people."

From the excellent 2022 report "Student activism: Learning through doing", by Sophie Watson!

https://www.nzcer.org.nz/research/publications/student-activism-learning-through-doing