A common query we receive is around the idea of testing twice a year - when to do it, how to monitor progress, and focusing ...

The Principles of the Treaty of Waitangi Bill is not workable and should not proceed, argues Rangahau Mātauranga o Aotearoa | ...

New to PATs? Want to know the ins and outs of the tools? NZCER's Education Advisors are now offering two PLD workshops to support schools as they begin using Progressive Achievement Tests. The first ...

Our purpose centres on whakatere tōmua / wayfinding. Whakatere tōmua is our mahi. Our purpose—through research, resources, and services—is to find ways for kaiako, ākonga, and whānau to have the best ...

Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The ...

Children are active and creative mathematical learners in the early years. This article reports part of a Teacher-led Innovation Fund (TLIF) project that investigated children’s mathematical activity ...

While primarily aimed at early childhood educators and primary school leaders, this pukapuka is also valuable for secondary ...

This book examines decolonisation and Māori education in Aotearoa New Zealand in ways that seeks to challenge, unsettle and provoke for change. Editors Jessica Hutchings and Jenny Lee-Morgan have ...

This report focuses on the perspectives of whānau Pasifika as they express their attitudes and beliefs about what success looks like for their tamariki and why success is important. It employs the ...

In the face of persistent challenges within Aotearoa New Zealand's education system, Building on our Strengths offers a fresh perspective on ways of improving the system by focusing on what we are ...

Coaching Leadership is about building leadership capacity in individuals, and in institutions, through enhancing professional relationships. It is based on the importance of maximising potential, and ...

This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and ...