- Published: 19 Jan 2021
Te Kahu Whakahaumaru – Ngā mahi a te rangai mātauranga Māori (English)
Te Pou Mataaho, ERO’s evaluation and research group, and Te Uepū ā Motu, ERO’s national evaluation and review team, pursued this evaluation to provide an evidence base about the initial impacts of Covid-19 on Māori-medium education and how the sector responded.
- Published: 19 Jan 2021
Te Kahu Whakahaumaru – Ngā mahi a te rangai mātauranga Māori (Māori)
I whāia tēnei arotake e Te Pou Mataaho, te rōpū arotake, rangahau hoki a Te Tari Arotake Mātauranga me Te Uepū ā-Motu, te rōpū arotake ā-motu a Te Tari Arotake Mātauranga, ki te whakaputa i tētahi kohinga taunakitanga e kitea ai ngā pānga tōmua o te Mate Korona ki te rāngai mātauranga reo Māori, me ngā rautaki i whāia ai e taua rāngai.
- Published: 10 Dec 2020
Te Kahu Whakahaumaru: Māori continue to show resilience across Māori-medium education
In Aotearoa, Māori-medium education experienced significant disruption when the outbreak of Covid-19 forced kura to close their doors, and whānau and kaiako to adjust to home schooling and distance learning. Among the many challenges were access to technology and resources with Māori communities among the most affected.
- Published: 10 Dec 2020
E whakatinana tonu nei te rāngai mātauranga reo Māori i te manawanui
I Aotearoa nei, i tino raru te rāngai mātauranga reo Māori i te horapatanga o te Mate Korona, i kati ai ngā tatau o ngā kura, i mate ai hoki ngā whānau me ngā kaiako ki te tīni i ā rātou mahi ki te whakaako ki te kāinga me te ako tawhiti.
Ko tētahi raru i roto i te huhua, ko te korenga o ngā taputapu matihiko me ngā rauemi, ka mutu ko ngā hapori Māori ērā i rongo i te korekore rawa atu nei.
- Published: 15 Sep 2020
Nihinihi Whenua – Valuing te reo Māori: Student and whānau aspirations
This report provides a snapshot of student and whānau perspectives on the teaching of te reo Māori. It follows the June publication of Te Tāmata Huaroa, which provides a review of the current status of te reo Māori in English medium school settings.
- Published: 19 Jun 2020
Overseas Trained Teachers: Adjusting to living and working in New Zealand
This report serves to shine some light on the experiences of teachers who have come from overseas to teach in New Zealand. It is based on data collected from a voluntary survey of teachers and principals of the school where they are employed.
- Published: 18 Jun 2020
Te Tāmata Huaroa: Te Reo Māori in English-medium Schooling
This report gives a snapshot of the current provision of te reo Māori teaching and learning in a representative sample of English-medium primary and secondary schools. The education sector is seen as an important lever in the Government’s Maihi Karauna strategy for language revitalisation.
- 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: 25 Sep 2018
Provision for Students in Activity Centres
There are 14 activity centres in New Zealand that cater for secondary school students (Years 9 ‑ 13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes. Activity centres are established by agreement of the Minister of Education. Priority is given to those students whose behaviour is likely to impede their own learning and the learning of others, and who are most likely to benefit from the programme.
- 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
Learners contribute to curriculum design
Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.
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.
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