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 60 research articles.
  • Topics: Playcentres, Te Ihuwaka, Video
  • Improvement in Action – Te Ahu Whakamua

    The collection of videos and publications is called Improvement in Action and illustrates what works to achieve successful outcomes for all children and young people in the education system.

    The video sequences bring to life ERO’s School Evaluation Indicators. 

  • Published: 26 May 2022

    Starting School Together: What Do We Know?

    Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.

  • Published: 25 May 2022

    Starting School Together: What Do We Know About Cohort Entry? Summary

    Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change and can be an uncertain time. Since 2018, schools have been able to have children start in groups at certain dates during the year. This is called cohort entry. ERO found that cohort entry has a range of benefits for children’s wellbeing and learning, schools’ ability to structure transitions more easily, and for teachers due to fewer disruptions and more time to teach.

  • Published: 09 May 2022

    Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners

    The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. Auckland in particular has had many lockdowns and is where the majority of Pacific learners live.

    Pacific communities have faced the challenges of Covid-19 with resilience and schools have put in a range of responses to support Pacific learners through the disruption. This report shines a light on these challenges and shares successful strategies.

  • Published: 06 May 2022

    Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners - Summary

    The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. ERO’s new report, Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners, looks closely at the achievement, attendance, mental health and wellbeing, school contexts, and education pathways of Pacific learners over this time. The report shines a light on challenges and shares successful strategies.

  • Published: 08 Jul 2021

    VIDEO: Te Kura Huanui - Te Reo Rangatira

    Te reo Māori is a critical part of the learning environment in Māori-medium education. 
    There is a clear commitment from kōhanga, kura, kaiako, kaimahi, whānau, hapū and iwi to
    the revitalisation and resurgence of te reo Māori me ngā tikanga Māori. Intergenerational

  • Published: 08 Jul 2021

    VIDEO: Te Kura Huanui: Whānau

    Across all Māori-medium, a strong foundation built on whanaungatanga and ancestral connections helps learners feel a strong sense of belonging at kura, home and in the wider community.

  • Published: 08 Jul 2021

    VIDEO: Te Kura Huanui: Te Kaiaratakinga - Leadership

    A common condition present in Māori-medium education is leaders as visionaries. Leadership is effective, strategic, aspirational, inspirational and innovative, and they encourage these characteristics among staff. 

  • Published: 04 Sep 2017

    Connecting with families

    A deliberate approach engages family and whānau in learning centred relationships. This approach expands and strengthens the community of learners so that more active support and opportunities are provided for all the children.

  • Published: 04 Sep 2017

    Building resilience and self efficacy

    Students acknowledge the role leaders and teachers play in instilling in them the self-belief to become confident, connected, actively involved,  life long learners

  • Published: 04 Sep 2017

    Building capability

    The focus on driving and sustaining improvement in outcomes in this school involves solution seeking processes typified by innovation and whole school participation. The principal describes the approach that supports this ongoing activity as more entrepreneurial than hierarchical.

  • Published: 04 Sep 2017

    An evaluation mindset

    Senior leaders talk about the approach and processes associated with doing and using evaluation for improvement.

  • Published: 04 Sep 2017

    Leadership for equity and excellence

    The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.

  • Published: 04 Sep 2017

    Leadership

    Leadership engages in collaborative consideration of the evidence to inform a considered response to issues identified. Solutions are sought only after a thorough analysis of the problem and consideration of the evidence about what is likely to make the most difference. The implementation of new initiatives is closely evaluated.

  • Published: 04 Sep 2017

    Leadership: building effective teams

    A principal describes the need to establish the ‘fertile ground for innovation’ by being explicit about the need to be ‘comfortable being uncomfortable’ in order that together they can question, inquire and critique to make things better the learners.

  • Published: 04 Sep 2017

    Opportunity to learn: addressing inequity

    In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.

    Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue.  Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.

  • Published: 04 Sep 2017

    Learning-centred relationships: reading together

    This school has implemented the Reading Together programme for many years. Leadership sees the value of the programme in building strong learning relationships with family and whanau and supporting emerging literacy.

  • Published: 04 Sep 2017

    Modern learning environments

    The Modern Learning Environment requires practices and behaviours of both teachers and learners to that optimise the potential of the flexible learning spaces and digital tools.