Our research

Ā Mātou Rangahau

In this section of our website you'll find our education system evaluations, effective practice reports, resources and guides. These are produced by Te Ihuwaka | Education Evaluation Centre and Te Pou Mataaho | Evaluation and Research Māori.

Read more about Te Ihuwaka | Education Evaluation Centre.

Read more about Te Pou Mataaho | Evaluation and Research Māori.

Read about the questions we are asking.

There are 19 research articles.
  • Topics: Hauora, Identity, New Zealand Curriculum, Professional capability
  • Published: 08 Jul 2021

    Te Kura Huanui : Ko ngā kura o ngā ara angitu

    I roto i Te Kura Huanui: Ko ngā kura o ngā ara angitu, ko ngā uiui me ngā whānau Māori, kaiārahi, kaiako, kaimahi, kaumātua hoki e tūhura ana i te ngākau titikaha o ngā hapori ki te whakarauora, ki te whakapakari hoki i te reo Māori me ngā tikanga Māori mō ā rātou mokopuna, tamariki, uri whakatupu anō hoki. 

  • Published: 08 Jul 2021

    Te Kura Huanui: The treasures of successful pathways

    Te Kura Huanui: The treasures of successful pathways and supporting documentaries explore the Māori-medium education pathway, through a rich collection of interviews and research conducted in partnership with early founders, whānau, leaders, graduates, kaiako, kaimahi and kaumatua.

  • Published: 23 Jan 2020

    On your marks ... get set... go! A tale of six schools and the digital technologies curriculum content

    ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.

  • Published: 27 Jun 2019

    Preparedness to implement Te Whāriki (2017)

    ERO is undertaking a series of evaluations on the implementation of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. This report examines how prepared services are to implement Te Whāriki, including their engagement with professional learning and development, and determining 'what matters here' and next steps.

  • Published: 04 Sep 2017

    Strengthening curriculum: inquiry maths

    An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.

  • Published: 04 Sep 2017

    Professional learning

    Professional learning reflects the approach that has been established for students. Learning is differentiated with multiple opportunities for engagement and structure in manageable steps.

    This video was filmed at McAuley High School.

  • Published: 04 Sep 2017

    Professional inquiry  

    Inquiry is at the heart of what drives improvement and innovation at McAuley High School. 

  • Published: 04 Sep 2017

    Identity

    Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students.

  • Published: 04 Sep 2017

    Visible professional learning

    At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.

  • Published: 04 Sep 2017

    Whole school buddy system

    At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.

  • Published: 04 Sep 2017

    Opportunity to learn: a collaborative learning community

    In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.

  • Published: 04 Sep 2017

    Learning leadership

    The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.

  • Published: 21 Mar 2016

    Wellbeing for success: a resource for schools

    Wellbeing for success: a resource for schools has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.

  • Published: 01 Feb 2012

    Partnership with Whānau Māori in Early Childhood Services

    In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which:

    • services understood and valued the identity, language and culture of Māori children and their whānau, particularly when the child and whānau enter the service
    • managers and educators built positive relationships with the whānau of Māori children; and
    • each service worked in partnership with the whānau of Māori children. 
  • Published: 01 May 2009

    Managing Professional Learning and Development in Secondary Schools

    This is one of two national reports by the Education Review Office (ERO) on how well schools manage teachers’ PLD. This one is about PLD in secondary schools and the other is on primary schools.

    This report discusses how well secondary schools:

    • plan for PLD;
    • build a culture in which teachers learn and develop; and
    • monitor the effectiveness of teachers’ learning and development.

  • Published: 01 May 2009

    Managing Professional Learning and Development in Primary Schools

    This is one of two national reports by the Education Review Office (ERO) on how well schools manage teachers’ PLD. This one about PLD in primary schools and the other is on secondary schools.

    This report discusses how well primary schools:

    • plan for PLD;
    • build a culture in which teachers learn and develop; and
    • monitor the effectiveness of teachers’ learning and development.