Our research

A school principal talks about how he works with his school community to develop an environment where Māori learners are supported and can succeed as Māori.

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.

At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.

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.

This report looks at how well New Zealand early childhood services and schools are supporting transitions to school and highlights what's important and examples of good practice.

This good practice report presents examples from five early childhood services where priorities for children’s learning were well considered and reflected on.

This national report presents the findings of ERO’s recent evaluation about the extent to which primary schools were using effective strategies to improve outcomes for priority groups of learners. In this report ‘priority learners’ refers to Māori, Pacific, special needs, and students from low income families, who are not achieving at or above National Standards.

This national report is one of two reports that present the findings of a 2012 national evaluation about curriculum priorities. 

This is ERO’s second national evaluation report on the extent to which schools have processes in place to support teaching as inquiry. It also looks at the specific inquiry approaches teachers use in classrooms.

This Education Review Office (ERO) report is based on the findings of a study involving 16 early childhood services and one umbrella organisation undertaken as part of each service’s regular education review during Term 4, 2007.