Following is a list of research reports written by CORE Staff. You may download the PDF versions of these reports.
This bilingual summary aims to provide the Māori medium education sector with a snapshot of what pouako priorities and aspirations are for resource development, and what gaps need to be addressed.
Taking Stock of Māori Medium Educational Resources: Priorities, Gaps, and Futures? (PDF, 1.9 MB) (2017)
A classroom research project on the development of a key competencies play-based curriculum at Mairehau Primary School in Christchurch.
New entrants classrooms in the re-making (PDF, 2.1 MB) (2015)
A research story, told through the voices of students and teachers, about changes to school and learning as the result of a community-wide initiative.
Kaikohekohe Education Trust Initiative (PDF, 1.4 MB) (2015)
In this report, we describe the long history of distance education in New Zealand and describe two recent reports that outlined potential future directions for virtual learning organisations in New Zealand. We also consolidate those visions – along with recent educational developments – to chart a vision for the future of education in New Zealand through virtual learning.
This report synthesises the feedback gathered from Shaping Education project. It involved a number of facilitated focus groups as part of the community engagement process, from early childhood to tertiary, and included public input that was gathered on the Ministry of Education website. This gave an opportunity for children to have input alongside the voice of independent focus groups and written submissions.
Analysis of Feedback: Shaping Education Engagement Process (PDF, 1.8 MB) (2011)
This report was commissioned by the Ministry of Education to take a broad view of and report on the impact of the Sept 2010, Feb and June 2011 earthquakes on the participation of children in early childhood education (ECE), specifically in relation to the provision of education for children in the east of Christchurch. These findings cover the outcomes of six areas investigated in the scoping project: population movement, ECE participation, ECE capacity, financial impact, ECE staff, children and family/whanau wellbeing and recovery strategies.
Fifty-six early childhood educators investigated particular aspects of e-learning. At the end of the project, the centres involved wrote a reflective report that demonstrated how a range of ICTs had been utilised to improve learning outcomes for children, communities, and teachers in an early childhood education setting. At three points during the project (the beginning, the mid-point, and the end of the project), teachers were surveyed about their e-learning practices, and the data was analysed to compare the changes in teachers and services eLearning practices over time.
In this pilot investigation, the authors observed how two early childhood services (one kindergarten and one childcare centre) used iPads to extend the range of learning opportunities they offer for children up to five years old. The authors explored some of the reasons these devices might be used by early childhood teachers.
To iPad or not to iPad? (PDF, 111 KB) (2010)
The Educational Positioning System (EPS 1) was developed as an online tool to identify the ways in which schools are supporting learning about, with or through ICTs. The EPS system was trialled in nine schools to find out how useful teachers found the system for promoting a culture of professional learning and critical self-reflection.
An investigation of children’s working theories (ideas and understandings about the world) in action in five parent-led early childhood centres in Canterbury, New Zealand.