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This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved. Additionally, the study included a specific focus on the experiences of Maori and Pacific ECT|K working in English-medium centres. These teachers had many commonalities with other ECT|K, as well as unique differences that are explored. The following research questions guided this project: (1) What are the critical needs of early career teachers and kaiako, including PCTs, OTTs, and teachers returning to the workforce, particularly within the first 2 years of teaching? (2) Are there any gaps in our knowledge of this topic, and how could we fill those gaps? (2a) What is known about meeting the critical needs of early career teachers from national and international research? (2b) What does the literature tell us about how well current models are meeting the needs of early career teachers and kaiako in Aotearoa New Zealand? (2c) What do early career teachers, kaiako, and mentors tell us about how well current models are meeting the needs of early career teachers in Aotearoa New Zealand? and (3) How can mentors of early career teachers in education centres be supported to grow the capability of early career teachers and kaiakoe?

In 2022, the New Zealand Qualifications Authority (NZQA) identified a range of schools at which the University Entrance (UE) attainment of akonga Maori and Pacific students was at least 10% higher than their decile (now EQI) band average. In 2023, NZQA asked Rangahau Matauranga o Aotearoa NZCER to work with six of these higher UE attainment schools to explore how they support akonga Maori and Pacific students to attain UE. In terms of laying the foundation for Aotearoa New Zealand to grow a more culturally representative workforce and to become a more equitable society, the six secondary schools that took part in this study are leading the way. This report identifies five foundational conditions needed for schools to support high UE attainment for akonga Maori and Pacific students: (1) establishing and maintaining meaningful staff and student, and school and whanau, relationships; (2) understanding the importance of culture and the need to ensure that the school environment affirms the languages, identities, and cultures of akonga Maori and Pacific students; (3) holding high expectations for all students; (4) ensuring students are taught by effective teachers; and (5) having effective school leaders who prioritise equity. The research also found the six schools employed a variety of initiatives and approaches to support high UE attainment for akonga Maori and Pacific students. These fell into five broad categories: (1) Developing leadership systems, roles, and opportunities that prioritise relationships, learning, and achievement; (2) Using achievement data in a responsive way to set and review targets, identify and respond to needs, and allocate resources; (3) Designing pathways to UE that reduce barriers; (4) Starting students early on a pathway to UE; and (5) Supporting students to stay on a pathway to UE. The initiatives and approaches employed in these six schools show other secondary schools, policy makers, and universities what it takes to improve equity for akonga Maori and Pacific students, and that it can be done.

This report describes a study that analysed Wellbeing@School student and teacher survey data from 400 New Zealand schools. The study explored the following questions: (1) Are there school practices associated with higher levels of student wellbeing or lower levels of student aggressive behaviours?; and (2) Are some school or student characteristics more likely to be associated with high or low wellbeing or student aggressive behaviours than others? The study examined the relationships between four measures created from Wellbeing@School data: (1) a "student wellbeing" measure; (2) a "student aggressive behaviours" measure; (3) a teacher measure of "school-wide actions"; and (4) a teacher measure of "teaching for wellbeing." Some of the findings from this research have previously been summarised in the infographic report "Making a difference to student wellbeing" (Lawes & Boyd, 2017). This current report provides the methodological details behind the infographic report and also extends the findings. [For "Making a Difference to Student Wellbeing," see ED598183.]

This booklet outlines the information gained from five case studies in New Zealand primary schools on how the use of computers was integrated into the school environment and the curriculum. Principals, teachers, and information technology (IT) coordinators were interviewed about students' use of computers. Information on the equipment available and IT policies and plans at each school was collected, and students were observed as they used computer equipment. The following areas are discussed: (1) history of and visions for computer use; (2) the main aims of computer use; (3) management and costs; (4) plans and policies; (5) approaches to locating computer equipment; (6) the importance of technical support; (7) importance of staff development; (8) integration of computer use into the curriculum; (9) approaches to maximizing the use of computer equipment, including how/when students use computers, peer tutoring/group work, and guidelines; (10) use of software; (11) examples of how software is used (spreadsheets, presentation software, database software, drawing software, e-mail, World Wide Web, CD-ROMs, digital cameras/video images, school Web sites, other activities, and teacher use of computers); (12) benefits and advantages of computer use for students; and (13) issues concerning computer use; and (14) essential factors which supported computer use. References for teachers are appended. (AEF)

This study examined the experiences of students in the six New Zealand colleges of education who undertook a 3-year course of training to work in early childhood centers. The study aimed to find out students' expected employment following their training among child care, kindergarten, or other early childhood services, monitor any changes in the students' intentions during training, and establish the employment patterns of students in the first year after training. The students in the training were surveyed by the same questionnaire at the end of training year or at the first year of employment. The findings showed that while in the beginning of training the majority of students had preferred work places, 78 percent favored working in kindergartens when they had completed their preservice courses. Generally the training courses provide students with a wider range of services, and this encouraged students to think more positively about working in services other than kindergartens. Students appeared to be committed to work in early childhood and believed that their training prepared them well for their chosen profession. They were also appreciative of the opportunity provided for their own personal development, especially in the areas of human relations, communication skills, and awareness of equity issues. (AP)

This study examined the workloads of academic, general, support, library, and technical staff of New Zealand universities. It focused on current levels of workload, changes in workload levels and content, connections between workload and stress, and staff attitudes towards the effects of workload changes and educational reforms on the quality of their work. A total of 1,181 Association of University Staff members were surveyed through mailed questionnaires. The findings showed increasing workloads and stress for many university staff, and suggest that the overall quality of working life is declining for many university staff. Many of those surveyed felt that their work was often or always stressful; the majority stated that their work had become more stressful recently, and that they saw this trend continuing in the future. One of the major factors involved in the increase in stress levels was increase in workload. Females and recently appointed academics were identified as more likely to experience stress compared with academics in general. Two appendixes provide demographic information about the respondents, additional data tables, and copies of the academic and administrative support personnel questionnaires. (Contains 33 references.) (MDM)

"Te Ngahere, The Forest" is a kit comprised of a teacher's guide, activity cards, a resource book, a poster, and a picture pack to inform New Zealand students of forest and forestry in New Zealand. This document reports results of a mail survey to determine the number of teachers and schools with knowledge of the kit, the extent of that knowledge, the use of the kit, and the method in which teachers heard about the kit. Of the teachers surveyed in a stratified random sample of teachers in the country's 11 education districts, 66% of the primary and 47% of the secondary teachers responded. Conclusions from the primary teacher survey were that the response to the kit was acceptable, the teachers were positive about the kit content and format, the kit is used differently from intended use, and the impact on the students could not be ascertained. Conclusions from the secondary teacher survey include that the picture was not clear, the use of the kit is less widespread than among primary teachers, the teacher response of those who used the kit was positive, teachers appear to use the kit for less time, and the kit was most often used in science classes. Appendices contain copies of the primary and secondary surveys; a comparison of national and sample school characteristics; comparisons of primary and secondary response samples and national characteristics; responses to primary open-ended questions; and responses to secondary open-ended questions. (MDH)

New Zealand students face challenges to their social and emotional wellbeing. There are high rates of school bullying compared with other countries. More needs to be done to foster young people's wellbeing and help them develop skills and competencies to manage their wellbeing. Multifaceted Whole School Approaches are an effective way for schools to promote wellbeing and address bullying behaviour. These approaches have multiple components aimed at different aspects of the school system. The data in this infographic presents the effective components of a Whole School Approach. Focus was on all students, as well as Maori and Pasifika students. This research summary aims to give schools practical ideas about ways to enhance students' wellbeing and decrease aggressive and bullying behaviours. [For the accompanying data exploration report "Making a Difference to Student Wellbeing -- A Data Exploration," see ED598166.]

This booklet is a summary of an extensive review of research and other literature undertaken to guide the development of the Wellbeing@School website self-review process, survey tools and content. This website is being developed by the New Zealand Council for Educational Research (NZCER). The "Wellbeing@School" website is one component of the Ministry of Education's "Positive Behaviour for Learning: Action Plan 2010-2014," developed in response to concerns about student behaviour and school bullying. It is also supported by the New Zealand Police. This booklet is aimed at school leaders. It could also be of interest to those working with schools such as Resource Teachers of Learning and Behaviour (RTLBs), educational psychologists or Police Education Officers. (Contains 51 notes.)

This study began in the Spring of 2003, when the Canterbury Adult Basic Education Research Network (CABERN), an informal cross-sector network of local adult literacy researchers and practitioners, sent out a questionnaire. The questionnaire addressed potential respondents by asking: "Are you a tutor engaged in any aspect of adult literacy?" Practitioners were interested, and the Teaching and Learning Research Initiative (TLRI) funding allowed the authors to extend the initial survey into a larger, exploratory project. They were interested in representing who adult literacy practitioners thought they were, not as they were defined by others. Findings reveal that most practitioners were female, Pakeha/European or "New Zealander", and 79 percent were over the age of 40. The median period of involvement in adult literacy was between two and five years, with just over 45 percent having been involved for over two and under 10 years. Practitioners' reasons for entry into the field of adult literacy were varied. Questionnaire respondents prioritised pedagogical and philosophical reasons, with enjoying working with adults and/or young adults, a fascination with adult literacy, and the chance to do something worthwhile those most often chosen and ranked most highly. Interviews revealed the range of motivations. Practitioners were located in a range of contexts and situations and they worked with a variety of learners. While over 90 percent of practitioners received remuneration for at least some of their adult literacy work, few saw it in terms of a career, perhaps unsurprising in the light of the lack of opportunities in the field. Appendices include: (1) Who are CABERN; (2) Invitation; (3) Questionnaire; (4) Focus group invitation; (5) Focus group guidelines; (6) Guidelines for interviewers; (7) Example of researcher support material; (8) Evaluation questions; (9) Practice journal; and (10) Relevant training. (Contains 1 figure and 1 footnote.)

This report documents the Innovative Pathways study of nonconventional year 12 and 13 programs at 7 schools, considered successful in assisting "at risk" students in their transition from school to the work force or further education and training. Elements of good practice are documented that contributed to and assisted students' decisions regarding transition. These programs gave extra support to students by providing courses tailored to individual interests that were also linked to their career interests, opportunities for students to choose from optional content areas, a focus on the whole student and their personal development and career plans, and partnerships with employers, tertiary trainers, and tertiary institutes. All programs had an emphasis on students gaining qualifications, becoming work-ready, making links to tertiary study, and developing personally. Students viewed the courses as practical, relevant, fun, motivating, and achievable. This information highlights the important role that schools have to play in providing options and information to students, the importance of school-parent communication, and the importance of the range of partnerships that schools have developed. Six appendices contain a student introductory letter and consent form, and student, parent, program-leader, program-teacher, and nonschool-provider interviews. (Contains 56 references, 27 tables, and 2 figures.) (RT)

This report presents the findings from a 2-stage, multi-method study conducted in 2000 and 2001 on the editing skills and processes which students at two schools in New Zealand used when working with word processors and with pencils. The study's main aim was to examine the influence of the use of a word processor on students' editing processes and writing products. In addition, the relationships between the year level, gender, and literacy level of the students in the study, and their editing processes and products were examined. Comparable data were collected from 96 students in Years 3/4, 5, and 7. Data were collected by using interviews and observations, and by analyzing the writing samples of students. Each student was observed completing two tasks--one using a word processor and the other using a pencil. The 21 teachers involved were interviewed about their teaching of writing and editing skills, and the place of word processors in their classroom writing program. Overall, the Year 7 students reported greater school computer use than the Year 5 students, who in turn reported greater use than the Year 3/4 students. In general, students showed high levels of motivation when using a word processor. Apart from spelling differences, there were no significant differences in the overall quality of the writing samples by writing mode. Appended are sample parent and teacher letters, teacher and student interviews and other materials. (Contains 9 tables, 3 figures, and 20 references.) (NKA)