Leaders for a Diverse Society: Minority Aspiration - A Pacific Island Principal’s Perspective
Written by Enosa Auva'a Thursday, 13 October 2011 07:22
There is a crisis of minority under-representation in principal positions in New Zealand that requires understanding if the gap between student population and principal is to be bridged. The ethnic diversity of principals has increased very little since radical reform in the administration of New Zealand schools from central governance to parent-elected Boards of Trustees just over two decades ago.
Horizons and whirlpools: The well travelled pathway of national standards
Written by John Hattie Thursday, 13 October 2011 07:05
New Zealand is sitting on a cusp in relation to education and schooling. According to the international studies (TiMSS, PIRLS and PISA), we sit in the company of the best in the world – we have one of the most effective education systems in the world. We have a cohort of professional teachers who have significantly contributed to this success, and have a society that still values and is prepared to pay for one of the best government school systems in the world. Sometimes we forget that New Zealand is among the exceptions when compared to many developed countries. The New Zealand school success story did not happen by default, and unless nurtured and esteemed, it will quickly slip. So which way to move forward?
This is the first ever formal publication from Cognition Education Research Trust (CERT).
It has been designed to appeal to those working in homes, communities, schools, sector groups, universities, research organisations, Government agencies and Government to achieve better outcomes for learners.Whakarongo Mai, Listening in - stories from the inside
Written by Various students Saturday, 13 August 2011 12:57
The Cognition Institute is very proud to publish a collection of stories written by the Young People’s Reference Group (YPRG), from the Office of the Children’s Commissioner.
The Cognition Institute has been working with YPRG, Rebecca Blaikie from the Office of the Children’s Commissioner, and Rachel Bolstad from NZCER on a collaborative project to bring these stories to you.
The young people were asked to imagine they had the chance to talk to top decision-makers in education, such as the Minister of Education, who said "You’ve spent your lives in the Tomorrow’s Schools frame. Tell me about your experiences and what might be done better."This collection is the result of thoughtful reflection on a single question over an extended period of time.
The Nature of Learning: Using Research to Inspire Practice
Written by OECD Thursday, 03 March 2011 07:45
What do we know about how people learn? How do young people’s motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe.
Tomorrow’s Schools - yesterday’s news: The quest for a new metaphor
Written by John Hattie Wednesday, 01 December 2010 21:23
Tomorrow’s Schools is yesterday’s news. New Zealand has now experienced over 20 years with the same metaphor. While there have been excellent gains in the professionalisation of principals and teachers, there are too many gaps in our system as we continue to stay with the fundamental philosophy of Tomorrow’s Schools.
Various authors look at 20 years of Tomorrows Schools. Each author has a different viewpoint with which to comment on the intent, application and ultimate success or otherwise of the biggest reform in the history of New Zealand's education system. Education systems the world over have taken much interest in the aspect of self governing schools. Has it worked? Should the rest of the world be emulating us?
This report presents the findings of a research project which explored how the key competencies described in The New Zealand Curriculum (Ministry of Education, 2007) might be integrated with the teaching of reading in the middle years of primary school (Years 3 - 6). The project was funded by the Cognition Institute and carried out in 2007 - 2009 by the New Zealand Council for Educational Research (NZCER). In brief, the project involved researchers supporting teachers to conceptualise key competencies more deeply and design and implement reading programmes which integrate the competencies.
Beliefs and Expectations about Learning and Achievement
Written by Administrator Wednesday, 01 December 2010 20:47Beliefs and Expectations about Learning and Achievement.
Children’s natural curiosity, desire to learn, high expectations and beliefs about their own abilities generally decline as they move through their years at school. What can excite and build students’ confidence in their own learning? Whose expectations need to be considered, and how can they be used to improve achievement?
The recently published "Student, teacher and parental beliefs and expectations about learning and their impact on student achievement and motivation" (BELA) research set up a rare frame for educational research - investigating the views of students, their parents and their teachers in the same study – to find some answers.
Meeting the needs of students of exceptional academic promise
Written by Administrator Tuesday, 27 October 2009 11:00
Cognition and thought leadership - What and what next?
Written by Mary Sinclair and Stewart Germann Tuesday, 16 November 2010 22:58
This is the first ever formal publication from Cognition Education Research Trust (CERT). It has been designed, and is intended, as a publication which will appeal to those working in homes, communities, schools, sector groups, universities, research organisations, government agencies and government to achieve better outcomes for learners, and particularly those learners in the schooling context.
Expectations: Raising Achievement
Written by Robyn Dixon, Deborah Widdowson, Elizabeth Peterson, Christine Rubie-Davies Thursday, 29 October 2009 10:57
The influence of teacher expectations on students has long been recognised. Expectations have been shown to have a measurable effect on outcomes, and while some research has shown these effects to be small, effects for vulnerable students have been found to be large. Such findings would seem particularly important given that in New Zealand, large numbers of students appear to underachieve, leaving school as soon as they are able and without any formal qualifications.
Childrens literary engagements with texts: Preliminary findings from the Lifelong Literacy research project
Written by Rosemary Hipkins and Juliet Twist Wednesday, 11 November 2009 10:43
What happens to reading progress in New Zealand Year 7-8 classes?
Written by Janinka Greenwood, Jo Fletcher, Faye Parkhill, Michael Grimley, Sue Bridges Wednesday, 11 November 2009 10:39
A dip or plateau in students literacy learning progress is reported internationally to occur between the ages of 9 and 13. In New Zealand, concerns are raised in the media and in political debate about the underachievement of children in terms of literacy. In particular, it is frequently cited that 20 percent are failing in reading.
Shaping the vision: How the relationship between research and practice informs and enriches school-based curriculum development.
Written by Peter Verstappen and Alison Gilmore Thursday, 29 October 2009 10:33
Early in 2007, the principal of Southbridge School in Canterbury overheard a remark from a colleague that the new entrant children of 2007 will be in their final year of secondary school in 2020. This chance remark was the genesis of 2020VISION, a programme of school-based curriculum development aimed at transforming the educational
Investigating the impact of cross-sector collaboration to improve numeracy progress.
In 2006, schools in Kaikohe came together to talk about the new New Zealand Curriculum document and its implications. The teachers split into learning areas to talk about their particular subjects. The discussion amongst the mathematics teachers resulted in the formation of a cluster group: the Kaikohe Mathematics Cluster (KMC).
Expanding expression - expanding cognition: An investigation
Written by Jannie van Hees Wednesday, 11 November 2009 10:19
Student-led conferences: How effective are they as an alternative reporting method?
Written by Cherie Taylor-Patel Thursday, 29 October 2009 10:17
This paper is focused on a research study exploring the extent to which student-led conferences can be considered effective as an alternative reporting method. Included is a brief literature review, an overview of the study, preliminary results and a summary of key themes that are emerging from the data. Challenges for research and policy development around effective reporting practices are identified.
Strengthening learning partnerships through purposeful reporting
Written by Wendy Kofoed Thursday, 12 November 2009 10:15
Reporting is one of the main methods of communicating information on children's learning from the school to home. Typically, reporting plays a fundamental role in informing parents/whanau, or other supporting adults, of children's achievement and progress (Broadfoot, 1990; Education Review Office, 2008; Guskey, 1996). In addition, this communication is a key aspect of the partnership between the school and home (Bastiani & Doyle, 1994).
Crossing the bridge to high school: Positive responses to challenge
Written by Pamela Higgins Thursday, 29 October 2009 10:12
School transition is recognised as one of life’s major change events for children and young people (Felner et al., 1983). It is known that most children negotiate a smooth and successful move to secondary school, and that students, families, and teachers are all critical contributors to the quality of transition outcome. There is considerable understanding of theinstitutional practices that support positive transitions of the student majority.
