School Sector
The relationship between English language and mathematics learning for non-native speakers
Funding Year: 2003:1 year
Research team
Pip Neville-Barton, School of English and Applied Linguistics, Unitec; and Bill Barton, The University of Auckland
Brief description
This study examines the language factors in secondary and tertiary mathematics learning for students who do not have English as their first language; in particular the characteristics of spoken and written language they find difficult.
| Summary Report | Final Report |
Primary students’ and teachers’ experiences of collaborative learning online
Funding Year: 2004: 1 year
Research team
Pat Street, The South Learning Centre,and Sandra Williamson-Leadley with Christchurch East Primary School, Waltham Primary School, and Ultralab South
Brief description
This project researches the use of an online learning environment to teach a collaborative unit involving three classes in two primary schools.
| Summary Report | Final Report |
Zeroing in on quality teaching
Funding: 1 year
Research team
Christina Harwood, Massey University College of Education, with Opunake Primary School and Eltham Primary School
Brief description
Zeroing in on quality teaching: reducing disparities by building teachers’ capacities/capabilities with respect to integrative approaches to curriculum delivery using allied pedagogies. The overall aims of the research project are to collaboratively explore and identify the multiple impacts of curriculum and pedagogical innovation on learning outcomes for students, and especially M?ori students.
| Summary Report | Final Report Part 1 | Part 2 | Part 3 | Part 4 |
Investigating responses to diversity in a secondary environment
Funding Year: 2004:1 year
Research team
Lindsey Conner, Christchurch College of Education, with Linwood College
Brief description
This project examines how Linwood College is responding to the diversity of its students and provides some insights for future policies and practices for Lynwood College and schooling in general.
| Summary Report | Final Report |
A collaborative self-study into the development of critical literacy practices
Funding Year: 2005:1 year
Research team
Susan Sandretto, University of Otago, with East Taieri Primary School and Port Chalmers School
Brief description
This pilot project consists of collaborative self-study research into the development of critical literacy practices within primary schools. Two teachers from each of two primary schools in the Dunedin area, with the assistance of the researchers, collaboratively investigate the development and implementation of an enhanced critical literacy focus within everyday guided-reading practices in their classrooms.
| Summary Report | Full Report |
Early algebraic thinking: Links to numeracy
Funding Year: 2005: 1 year
Research team
Chris Linsell, Dunedin College of Education, with John McGlashan College; King’s High School; Otago Boys High School; and researcher Jan Savell, Numberworks
Brief description
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, was developed. 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.
| Summary Report | Full Report |
Classroom questioning by teachers: An investigation of how teachers formulate, select, and present questions to guide student learning
Funding Year: 2005:1 year
Research team
Linda Bonne, Redwood School and Ruth Pritchard, Victoria University of Wellington College of Education, with Seatoun School, Windley School, Rangikura School, Churton Park School, Te Aro School, and Redwood School
Brief description
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 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.
| Summary Report | Full Report |
The Art of the Matter: The development and extension of ways of knowing in the arts
Funding Year: 2004:2 years
Research team
Deborah Fraser, University of Waikato, with the Wilf Malcom Institute of Educational Research, and teachers from six Waikato-based schools. These schools range from urban to rural and deciles 1 to 10.
Brief description
The Art of the Matter project focuses on learning and teaching in the arts, and investigates how children develop their ideas and related skills in each of the arts’ disciplines (dance, drama, music, and visual art) in the primary school. It also scrutinises the nature of any “ritual patterns” (Efland, 2002; Nuthall, 2001) of teaching that support or constrain arts education, and, by doing so, considers pedagogical processes that deepen children’s experience and understanding in the arts. As a major outcome, the project seeks to further knowledge of how generalist teachers can enhance and extend children’s learning in the arts.
The project team comprises of 10 generalist primary school teacher-researchers working alongside three university researchers over a period of two years in eight schools, with children across the Years 0–6 age range. The project is also informed by the expertise of two consultants: Viv Aitken (drama education) and Sue Cheesman (dance education).
| Summary Report | Final Report |
Conceptions of assessment and feedback in secondary school mathematics and English and their impact on learning and pedagogy
Funding Year: 2004:2 years
Research team
Elizabeth Peterson and Earl Irving, The University of Auckland, with Pakuranga College, Papatoetoe High School, Tangaroa College, and Waitäkere College
Brief description
This project aims to investigate ways of identifying secondary school students’ and teachers’ conceptions of assessment and feedback. It outlines the modification of one inventory (Students’ Conceptions of Assessment) and the development of two new inventories (Conceptions of Feedback and Conceptions of Learning). We also outline the design of a series of classroom activities that teachers can use to identify students’ conceptions of specific assessment and feedback practices. Finally, this project documents the development of teachers as researchers, highlighting some of the benefits and some of the difficulties.
| Summary Report | Final Report |
Investigating teachers’ pedagogical approaches in environmental education that promote students’ action competence
Funding Year: 2004:2 years
Research team
Chris Eames, Centre for Science and Technology Education Research, University of Waikato, with Auckland University of Technology, Christchurch Polytechnic Institute of Technology, and Waikato Institute of Technology
Brief description
This study investigates the pedagogical approaches in environmental education that teachers use that can promote students’ action competence. The investigation will be based around a series of case studies of New Zealand school classrooms where regional environmental education co-ordinators partner teachers to research classroom practice in environmental education. This study contributes to a better understanding of environmental education in New Zealand schools, informing principles not only of pedagogy but also student achievement.
| Summary Report | Final Report |
Numeracy and practices and change
Funding Year: 2003:2 years
Research team
Glenda Anthony and Margaret Walshaw, Department of Technology, Science and Mathematics Education, Massey University
Brief description
This multifaceted collaborative investigation draws upon diverse populations of teachers and students and addresses issues of equity, proficiency, and sustainable practice through the opportunities made available in recent numeracy reforms.
| Summary Report | Final Report | Paper One | Paper Two |
Mathematics enhancement project: Professional development research
Funding Year: 2003:2 years
Research team
Bill Barton and Hannah Bartholomew, Department of Mathematics, The University of Auckland, with 27 teacher-researchers and six university researchers
Brief description
As part of a major research and development project in Manukau secondary schools, this project focuses on the delivery of professional development to secondary mathematics teachers, and on the mathematics classroom as a learning environment.
| Summary Report | Final Report |
Great expectations: Enhancing learning and strengthening teaching in primary schools with diverse student populations through action research
Funding Year: 2003:2 years
Research team
Mary Hill, School of Education, University of Waikato
Brief description
Teacher-researchers from six schools, ranging from deciles 1–10 and located in Auckland, Hamilton, and Taumarunui, investigate how teaching and learning can be systematically improved, and how teachers’ expectations of their students are implicated in this.
| Summary Report | Final Report |
Making sense of learning at secondary school: An exploration by teachers with students
Funding Year: 2003:2 years
Research team
Ruth G Kane, College of Education, Massey University, with Nicola Maw and Christopher Chimwayange
Brief description
This project, using teachers as researchers and students as active respondents, examines ways in which students’ learning processes are shaped by what happens in secondary school classrooms.
| Summary Report | Final Report |
Enhanced teaching and learning of comprehension in Years 4–9: A research–practice collaboration for Mangere schools
Funding Year: 2004:2 years
Research team
Stuart McNaughton, Woolf Fisher Research Centre, The University of Auckland
Brief description
A researcher–practitioner partnership works to determine the extent of the challenges for effective teaching of comprehension and to create better teaching methods to meet those challenges.
| Summary Report | Final Report |
Developing rich mathematical language in M?ori immersion classrooms
Funding Year: 2004:1 year
Research team
Tamsin Meaney, University of Otago
Brief description
Documents and evaluates the scaffolding and modelling strategies of teachers in a M?ori-medium school.
| Summary Report | Final Report |
Effective teaching in different cultural contexts: A comparative analysis of language, culture, and pedagogy
Funding Year: 2003:2 years
Research team
Tanya Samu; Leonie Pihama, Director International Research for M?ori and Indigenous Education; Tupeni Baba, Professor of Pacific Studies; and Trish Stoddart, Professor of Classrooms and Schools, with the International Research Institute for M?ori and Indigenous Education (IRI), Centre for Pacific Studies, and School of Education at The University of Auckland
Brief description
A collaborative team of M?ori, Pasifika, and P?keh? researchers and practitioners will conduct a crosscultural comparative study of instructional policies, practice, and student outcomes in three intermediate Year 7–8 school contexts where the degree of cultural engagement varies.
| Final Report |
Addressing the needs of transient students: A collaborative approach to enhance teaching and learning in an area school
Funding Year: 2005:2 years
Research team
Jude MacArthur; Nancy Higgins, Donald Beasley Institute, Dunedin, with an area school in South Otago
Brief description
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.
| Summary Report | Final Report |
Write on: Implementing an evidence- and strengths-based whole-school writing programme for secondary students in order to raise achievement
Funding Year: 2005:1 year
Research team
Ruth Boyask and Kathleen Quinlivan, University of Canterbury; Sue Carswell, Aranui High School
Brief description
This pilot study investigates 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.
| Summary Report | Final Report |
The impact of technology use on the teaching and learning of mathematics in the secondary classroom
Funding Year: 2004:2 years
Research team
Mike Thomas, Mathematics Education Unit, The University of Auckland, with Senior College of New Zealand; Pakuranga College, Auckland; and Texas Instruments
Brief description
The key aims are to analyse, in the light of international theories of learning, the current role of technology in mathematics learning in NCEA standards and identify, support, and extend best practice in the use of technology for learning mathematics.
| Summary Report | Final Report |
Enhancing teachers’ beliefs, knowledge, and practice about bilingualism and bilingual/immersion education through critical action research
Funding Year: 2005:1 year
Research team
John McCaffery and Helen Villers University of Auckland, Stephen May University of Waikatotogether with Donal McLean and Chris Lowman Richmond Road School, and senior staff of The A’oga Fa’a Samoa; and M?ori and Pasifika elders associated with the school
Brief description
This pilot project aims to assist the school’s practitioners to develop and apply critical research methods to identify the existing strengths in multicultural–bilingual policy and practice. It will also identifies gaps and needs, and provides critical assessment and analysis in relation to current best evidence in critical multicultural and bilingual education theory.
| Final Report |
The classroom InSITE project: understanding classroom interactions and learning trajectories to enhance teaching and learning in science and technology
Funding Year: 2004:3 years
Research team
Bronwen Cowie, Centre for Science and Technology Education Research, University of Waikato, with teachers from six Waikato-based schools. These schools range from urban to rural and deciles 1–10.
Brief description
The goal of this three-year collaborative research project is to develop a more robust understanding of the interactions between teachers, students, the important ideas and attitudes of science and technology, and the tools and knowledges that teachers use to support student learning. This is a longitudinal study carried out in six schools with groups of teachers and their students (Years 1–8).
| Summary Report | Final Report |
Enhanced teaching and learning of comprehension in Years 5–8
Funding Year: 2004:2 years
Research team
Stuart McNaughton, Woolf Fisher Research Centre, The University of Auckland, with eight Otara schools: Wymondley Road School, East Tamaki School, Ferguson Intermediate School, Flat Bush School, Mayfield School, Rongomai School, Sir Edmund Hillary Collegiate Middle School, and Yendarra School
Brief description
The second phase of this project develops, through collaboration with schools and researchers, a cluster-wide intervention for all teachers with classes at Years 5–8 in the eight schools. This requires extensive school-based professional development as well as systematic collection of achievement data and classroom observations within a rigorous research design. The research-based intervention is designed to test both the discrete components of effective teaching in school-wide implementation and the model developed for a research–school practice partnership which is based on properties of a professional learning community.
| Summary Report | Final Report |
A collaborative self-study into the development and integration of critical literacy practices
Funding Year: 2005:2 years
Research team
Susan Sandretto, University of Otago, with four local primary schools: Balaclava School, Brockville School, East Taieri School, and Port Chalmers School
Brief description
This project consists of collaborative self-study research into the development and integration of critical literacy practices. Teachers from four primary schools in the Dunedin area, with the assistance of the researchers, collaboratively investigate the development and implementation of an enhanced critical literacy focus within guided reading (Phase 1) and integrated throughout the curriculum (Phase 2).
| Summary Report | Final Report |
A research partnership to enhance capacity to analyse students in writing, using the English Exemplars (2003)
Funding Year: 2005: 2 years
Research team
Libby Limbrick, The University of Auckland, with participating schools in the Manurewa Enhancement Initiative
Brief description
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 focuses on enhancing teachers’ capacity to analyse students’ writing, using the English Exemplars (2003), and strengthening teacher practice by using evidence to inform teaching. It investigates 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.
| Summary Report | Final Report |
Pasifika teachers in secondary education
Funding Year: 2004:1 year
Research team
Tony Brown, School of Education, University of Waikato
Brief description
This project examines the experiences of Pasifika secondary teachers and initiatives for their recruitment and retention.
| Final Report |
Developing teacher–researcher partnerships to investigate best practices: Literacy learning and teaching in the content areas of the secondary school
Funding Year: 2005:2 years
Research team
Trevor McDonald, Education Associates Ltd, with Teulia Consultancies, Auckland SDA High School, Roxburgh Area School, and Waitaki Girls’ High School
Brief description
A teacher–researcher partnership, this research investigates crosscurricula literacy teaching and learning in secondary schools. Teachers from three schools and the researchers focus on the collaborative development and implementation of pedagogical approaches and teaching content that will assist students to develop the strategies required to improve their literacy learning and assessment outcomes. The project team also document, theorise, and evaluate the process as an approach to professional development.
| Summary Report | Final Report |
Measuring classroom literacy practice
Funding Year: 2006:2 years
Research team
Judy Parr, Eleanor Hawe, School of Education, The University of Auckland, with New Market Primary School; Mängere Central School; and Learning Media and Education Associates, Dunedin
Brief description
This study developed and trialled classroom-observation instruments for examining literacy practice in Years 1–8 in partnership with two clusters of schools. Observation and subsequent feedback and reflection around classroom-practice are key factors in improving practice. Quality teaching impacts most on student outcomes, particularly for underachieving students.
The study further investigates the utility of the instrument by applying it in a research setting involving peer feedback. One cluster of schools was involved in the first phase—the development and trial of the instrument—and another in the second phase—application in classrooms.
| Summary Report | Final Report |
Mathematics: She’ll be write!
Funding Year: 2006:1 year
Research team
Tamsin Meaney, University of Otago, with teachers at Kura Kaupapa M?ori o Te Koutu; Tony Trinick, The University of Auckland; and Uenuku Fairhall, principal of Kura Kaupapa M?ori o Te Koutu
Brief description
This project aims to document the written mathematical genres that students are currently using and identify the linguistic features that are associated with each. It will also explore ways to improve students’ mathematical writing. This will include investigating different pedagogical approaches and considering other genres that could be used effectively in mathematics.
Due to its size and use of graphics this final report has been divided into two parts.
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Final Report One [2760KB] |
Final Report Two [4449KB] |
Teachers learning mathematics
Funding Year: 2006: 1 year
Research team
Bill Barton and Judy Paterson, Department of Mathematics, The University of Auckland, with eight secondary teachers from eight different schools in the Auckland region will work as part of a wider project in collaboration with teams lead by Deborah Ball, The University of Michigan; and Anne Watson, Oxford University
Brief description
This study aims to investigate the development of mathematical knowledge for teaching amongst secondary teachers while they are in the classroom. Each of the eight teachers will examine one aspect of their mathematical knowledge in close detail. This will give an insight into the nature of the mathematical knowledge they need for teaching and their perceptions of the effectiveness and practicality of classroom-based mathematics learning as ongoing professional development.
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Final Report(472KB) |
Teaching literature in the multicultural classroom
Funding Year: 2006:2 years
Research team
Terry Locke, University of Waikato School of Education, with Henderson Intermediate School, Wymondley School, Somerville School, Macleans College, and the University of Waikato
Brief description
The overall goal of this project is to find effective ways of teaching literature in multicultural and multilingual classrooms at primary and secondary level by developing a range of effective classroom approaches and practices.
Two secondary aims are to link the research associated with this project with research being done in relation to other Level 1 curriculum, and to produce at least one teachers’ resource on the subject of teaching literature in the multicultural classroom
| Final Report (2000KB) |