Our research

ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.

This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice.  It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help secondary school leaders think about how they can support stronger science teaching and learning in their school.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help secondary school teachers think about how they can support stronger science teaching and learning in their school.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help primary school leaders think about how they can support stronger science teaching and learning in their school.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help primary school teachers think about how they can support stronger science teaching and learning in their school.

Science is important – we rely on science and scientific thinking in almost every endeavour in our modern society. High quality science education at school is essential for learners who want a career in science, but it is also important for all learners to help them understand the scientific issues that whānau, communities, and nations face. Issues such as climate change, healthy living, and innovation all depend on science.

This report explains strategies for supporting secondary students’ engagement during the Covid‑19 pandemic. These strategies include re-engaging students who present with wellbeing concerns or show signs of disengagement. The report also includes some innovative actions schools used to promote student engagement after the first lockdown in 2020.

This short guide is for school leaders and teachers in schools with secondary-aged students. It covers what we found from talking to schools in 2020 about the impact of Covid-19, and shares strategies used by schools to respond to the challenges they faced. It also sets out some actions that could be considered for continuing to support students, parents, whānau and staff in 2021.

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.

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.

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.

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.

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.

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.

This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling. 

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

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