This widely used test has been revised and standardised for use in New Zealand. It is an individually administered test, which provides a measure of an aspect of a child's word reading skills, ie word ...

Enterprising and future-focused? The first report from the Regional Education for Enterprise Clusters Evaluation Research publication 2008 Faction or fiction: Using narrative pedagogy in school ...

We want to hear what you think about AI! NZCER is conducting online surveys to explore perceptions and use of generative AI in New Zealand primary schools. We are inviting Year 5–8 teachers and ...

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 ...

The STAR reading tests are standardised assessment tools, designed to supplement the assessments that teachers make about their students' progress and achievement in reading. Each test assesses a ...

The Hidden Lives of Learners takes the reader deep into the hitherto undiscovered world of the learner. It explores the three worlds which together shape a student’s learning – the public world of the ...

NZCER conducts a comprehensive programme of high-quality research and evaluation work. Our diverse team has extensive expertise in areas such as Māori education, educational leadership, teaching and ...

This report looks at the role of digital technologies for learning in primary and intermediate schools. The report draws on data from the NZCER National Survey of Primary and Intermediate Schools, ...

This working paper describes some of the ideas underpinning NZCER’s Future-Focused Issues (FFI) project. There is a variety of ways to interpret what it means to take a “future focus” in education.

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