Academic achievement – Teaching & Learning Research Initiative

Learning From Each Other: A final report

Introduction Pacific parents and community members have much to contribute to teacher learning and thus to the education of Pacific students. Although the concept of Pacific success, through the education of Pacific students, has become ubiquitous as an aspiration, there has so far been limited research that has conceptualised Pacific education success in community terms. This is especially true in relation to teacher learning, teacher theorising, and changed practice. Understanding how to socialise teachers to generate and sustain new practice possibilities, informed by appreciation of the values, aspirations, and critiques of the Pacific parents and students they seek to serve, is therefore a priority. Learning From Each Other is a Teaching

Zooming out and zooming in on student data: Developing teacher data literacy to enhance teaching and learning

Introduction While teachers and schools have access to an increasing range of data, a challenge is using these data to support student learning outcomes. Over the past decade, expectations for teacher use of data as a basis for instructional decision making have increased (Pierce & Chick, 2011; Schildkamp & Poortman, 2015). Teacher assessment literacy, data-based/data-informed decision making, and data literacy have emerged as focuses for policy and professional development. Despite this, and increasing policy and commercial interest in evidence-based practice, international research consistently reports that many educators do not make effective use of the student data they collect (Kippers et al., 2018; Mandinach et al., 2015). Within New Zealand, the Education

Leading effective goal-setting to improve school outcomes

Introduction Our study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small “project team” comprising one or more teachers, and one or more middle or senior leaders. All principals were relatively new to their schools; one had been there 2 years, and the other two had been there 12 months prior to the beginning of the project. Two schools were secondary schools (Schools A and C) serving low socioeconomic communities. The other school was a primary school (School B) serving a high socioeconomic community which was challenged by having large numbers of new immigrants—particularly from Asia—and with students with

Success for all: Improving Māori and Pasifika student success in degree-level studies

1. Introduction The Success for All project sought to examine the ways in which nonlecture teaching helps or hinders Māori student and Pasifika student success in preparing for or completing degree-level studies. Good practice was to be identified. This report is the final in a series of detailed technical reports from UniServices prepared by the Success for All research team. Purpose The purpose of the Success for All research was four-fold: identify international best practice in nonlecture teaching and learning in university settings deliver high-quality research on the nature of nonlecture teaching and learning practices that help or hinder Māori and Pasifika student success in preparing for or completing degree-level study

Teaching literature in the multicultural classroom

1. Introduction This Teaching and Learning Initiative (TLRI) research project explored ways of teaching literature effectively in multicultural and multilingual classrooms. It involved primary and secondary school teacher-researchers working in partnership with university-based researchers over two years on a series of case studies, within an action research framework. The case studies involved classroom-based interventions carried out by individual teachers and developed collaboratively with the larger project group. 1.1 The project context The project took as its starting point two contextual factors: The New Zealand classroom, at primary and secondary levels, is becoming more multicultural and multilingual. In a number of ways schools and teachers are under increased pressure to find constructive