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 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 ...

Auckland Council’s Sustainable Schools team supported ten Auckland schools to pilot a school carbon footprint calculator between June and November 2021. NZCER carried out research for Auckland Council ...

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.

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 ...

The ASIQ can be used during intake interviews or during treatment to reduce liability and take appropriate preventive action whenever there may be a risk of suicide. Endorsement of critical items ...

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 ...

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 ...

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 tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and ...