This report discusses the potential of games to support learning, and what innovative game-based (or “gameful”) learning and teaching practices can look like in a range of New Zealand school settings. Over 2 years, we undertook fieldwork in 14 schools, interviewed 21 teachers and more than 100 students ranging from Year 3 to Year 13. We looked at learning and teaching practices involving all kinds of games (physical, role play, tabletop, and digital), and how games, game design, or gamification fitted in with teachers’ curriculum and pedagogical goals.
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Research publications from our research teams.
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These are the key findings from NZCER’s latest survey of secondary schools, conducted in August and September 2018. NZCER has done these surveys every 3 years since 2003. They provide a comprehensive national picture of what is happening in our schools, how things have changed over time, and the impact of policy changes. They also give provide insights into how teachers, principals, trustees, and parents and whānau experience our secondary education system.
You can either download the full report or by sections.
How can schools support students to make progress in reading and writing?
To explore this question, the project identified schools that have sustained positive achievement in literacy over five years, and asked what they did to achieve this.
The goal was to uncover common themes which might help other schools work towards similar lifts in literacy achievement.
The report suggests there are three essential elements that combine to create a framework to support progress in literacy achievement:
This study is tracking the maths self-efficacy and achievement of Year 4–10 students in New Zealand schools over 3 years.
Maths self-efficacy is measured in relation to items that have been psychometrically located on a difficulty scale, enabling students’ self-efficacy responses to be interpreted in relation to the same scale.
This report covers initial findings.
How can education help students grasp the complexity of the systems surrounding us? Jane Drake, Rolan Kupers and Rose Hipkins authored "Complexity—a big idea for education?" for the International School magazine.
This chapter addresses a complex challenge that is yet to be widely debated in initial teacher education. How might teacher educators more effectively educate beginning teachers to respond to so-called 'twenty-first century' learning imperatives?
The authors draw on six principles identified in a 2012 study of 'future focused' trends in education.
This article is based on the talk Rose Hipkins gave at the NZATE conference in Christchurch in July 2016. The talk drew together many threads from almost a decade of research on the implementation of NZC, with a specific focus on how the key competencies have been understood and enacted. This set the scene to discuss a different way to think about weaving key competencies into the curriculum—by introducing "capabilities" as weaving tools. This idea idea is illustrated with two examples set at different levels of the English learning area.
This report presents the findings from an exploratory investigation of the impacts of the Teaching and Learning Research Initiative (TLRI).
The investigation sought evidence of the extent to which TLRI is meeting its three core aims:
The New Zealand Transport Agency (NZTA) has been a prominent innovator of approaches to education for school-age students in New Zealand. This report explains their approach and reports on three case studies that illustrate how it plays out in schools.
The report is available on NZTA's education portal.
In term 2, 2017, four teachers at Hutt Central School initiated an inquiry into games across their Year 5/6 syndicate. The inquiry spiralled into a variety of learning opportunities, taking slightly different directions across the four classrooms and continuing to 'run in the background' for the rest of the year.