2005
Funding Recipients
Category
A (projects up to 3 years)
Category A
contracts are research grants for projects up to three years.
The funding levels set between $120,000 and $400,000.
Valid and
practical tertiary assessment of student learning outcomes
Prof Luanna Meyer, Victoria University of Wellington
This research will investigate policy and strategies for the
assessment of student learning outcomes across a wide range of
tertiary institutions. The research team will include tertiary
lecturers and researchers in various disciplines and professional
programmes, and participants in the research will be tertiary
practitioners, students, and tertiary leaders. The purpose of
the project is to better understand and support evidence-based,
valid, and practicable assessment strategies to enhance the teaching
and learning process.
Read more...
Unlocking
student learning: the impact of teaching and learning enhancement
initiatives (TLEIs) on first-year university students
Dr Kogi Naidoo, Massey University
This research will focus on the provision of academic development
and its impact on the success of first-year student learning at
all universities in New Zealand. It will harness the experience
and expertise of academic developers and teachers as partners.
The goal of the project is to increase students’ learning
and success in targeted, large first-year classes through the
development and implementation of teaching and learning enhancement
initiatives (TLEIs) that make a difference to student learning
and success. The study will empirically identify a range of academic
development strategies and approaches that directly enhance student
success and learning outcomes.
Read more...
Category
B (projects up to 2 years)
Category B
contracts are for medium-sized research projects (up to two years),
with funding between $75,000 and $180,000.
Addressing
obstacles to success: improving student completion, retention,
and achievement in science modules in applied health programmes,
with particular attention to Māori
Kelly Gibson-van Marrewijk, Waikato Institute of Technology
This project will investigate factors that impact on student
completion, retention, and achievement rates for science modules
in applied health programmes, with particular attention to Māori.
The research comprises two stages. The first, in 2006, will explore
what science knowledge is necessary for new graduates if they
are to be competent midwives and nurses. The second phase will
develop, pilot and evaluate an intervention in the science modules
taught in the applied health programmes at a representative tertiary
education institution. This intervention will delineate the necessary
science knowledge for new midwifery and nursing graduates.
Read more...
A
collaborative self-study into the development and integration
of critical literacy practices
Dr Susan Sandretto, University of Otago
The project consists of collaborative research into the development
and implementation of critical literacy practices within guided
reading lessons and integrated curriculum 2006. The research will
be situated in four schools (Deciles 2, 3, 8, 9) and 12 classrooms
(Years 1–8), with teachers studying their own professional
practices (self-study) with support from the researchers. Data
will be collected to chart the growth of student reading comprehension
and academic achievement in relevant curriculum areas. In Phase
2, the research team will analyse the data, prepare reports on
the research findings, and make recommendations for future research.
Read more...
Developing
teacher–researcher partnerships to investigate best practices:
literacy learning and teaching in the content areas of the secondary
school
Dr Trevor McDonald, Education Associates Ltd
A teacher–researcher partnership, this research will
investigate cross-curricula literacy teaching and learning in
secondary schools. Teachers from three schools and the researchers
will focus on the collaborative development and implementation
of pedagogical approaches and teaching content that will assist
students develop the strategies required to improve their literacy
learning and assessment outcomes. The project team will also document,
theorise, and evaluate the process as an approach to professional
development.
Read more...
A research
partnership to enhance capacity to analyse students in writing,
using the English Exemplars (2003)
Dr Libby Limbrick, Auckland UniServices Ltd
The aim of the project is to collect evidence that can be
used to modify writing instruction in order to raise student achievement
in writing. It is a partnership between lead teachers and teachers
in the Manurewa Enhancement Initiative and the University of Auckland
Faculty of Education. It will focus on enhancing teachers’
capacity to analyse students’ writing, using the English
Exemplars (2003), and on strengthening teacher practice by using
evidence to inform teaching. It will investigate the role of professional
discussion in quality learning circles (focused on students’
writing), and in enhancing teachers’ knowledge about, and
confidence and competence in implementing, writing processes and
pedagogy.
Read
more...
Te Puawaitanga—partnerships
with tamariki and whānau in bicultural early childhood care
and education
Cheryl Rau, Dr Jenny Ritchie
This project aims to document the narratives of a diverse
group of children and families as they engage with early childhood
services committed to honouring the bicultural intent of the early
childhood curriculum document Te Whāriki.
Read more...
Category C (1-year projects)
Category C
are smaller-scale projects (funded at between $15,000 and $40,000)
that are expected to be particularly useful for practitioner-driven,
researcher-supported projects.
Addressing
the needs of transient students: a collaborative approach to enhance
teaching and learning in an area school
Dr Jude MacArthur and Dr Nancy Higgins,
Donald Beasley Institute, Dunedin
This
project emerges out of a request from the principal and teachers
involved in earlier research that highlighted childrens’
perspectives on their learning and social lives at school. In
a small area school, student transience was observed to complicate
the learning and social experiences of some of the students. This
research aims to enhance the learning and social experiences of
transient students through professional development focused on
a community of practice, and action research in the school.
Read
more...
Classroom
questioning by teachers: an investigation of how teachers formulate,
select, and present questions to guide student learning
Linda Bonne, Redwood School, and Ruth Pritchard, Victoria
University of Wellington
In collaboration with Ruth Pritchard from Victoria University
of Wellington College of Education, and using research consultant
Dr Don Miller for specialist support, this project aims firstly
to develop the research capability of a group of teachers, and
secondly to investigate their use of questioning to help students'
mathematics learning. A group of teacher-researchers will work
in partnership with the research team leaders to analyse their
own practice and identify aspects of questioning behaviour, conditions
that support effective use of questioning, and barriers that inhibit
the use of certain types of questioning. By adding the “teacher’s
voice” to the existing body of research, it is intended
the project will develop a deeper understanding of teachers’
unique perspectives of teaching and learning. The research will
involve teachers from a number of schools from the greater Wellington
area, including Seatoun School, Windley School, Rangikura School,
Churton Park School, Te Aro School, and Redwood School.
Read more...
Early
algebraic thinking: links to numeracy
Chris
Linsell, Dunedin College of Education
The aim of this project is to make explicit the knowledge
and strategic thinking of students as they make the transition
from arithmetic to algebra. A diagnostic interview, similar to
that used in numeracy assessment, will be developed. The teachers
anticipate that the results from this research will not only enhance
students’ learning of algebra in their own schools, but
will also inform mathematics educators who are extending the implementation
of the Number Framework into high schools.
Read more...
Enhancing
teachers' beliefs, knowledge, and practice about bilingualism
and bilingual–immersion education through critical action
research. A pilot project (2006)
Hayley
Read and Donald McLean, Richmond Road School
This pilot project aims to assist the school’s practitioners
develop and apply critical research methods to identify the existing
strengths in multicultural–bilingual policy and practice.
It will also identify gaps and needs, and provide critical assessment
and analysis in relation to current best evidence in critical
multicultural and bilingual education theory.
Read more...
Write
on:
implementing an evidence, and strengths-based whole-school
writing programme for secondary students in order to raise achievement
Dr Ruth Boyask and Kathleen Quinlivan, University of Canterbury.
Sue Carswell, Aranui High School.
This pilot study will investigate possibilities for teacher intervention
in the learning and achievement of diverse students in low-decile
secondary schools in the context of a whole-school writing programme
intended to raise student achievement.
Read more...
Read about the projects that were funded in
2007
Read
about the projects that were funded in 2006
Read
about the projects that were funded in 2004
Read about the projects that were funded in
2003
For more information
email
us or contact us at: PO Box 3237, Wellington, New Zealand.
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