Skip to main content

Advertisement

SpringerLink
Log in

What educational reform means: lessons from teachers, research and policy working together for student success

  • Published:
Educational Research for Policy and Practice Aims and scope Submit manuscript

Abstract

This paper describes education reform projects designed to bring about major improvements in school and tertiary student outcomes. Individually the projects illustrate characteristics of educational reform in local contexts for primary, secondary and tertiary education. In combination they signal key components essential to getting large scale high-quality school and tertiary education cultures geared to student success.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Airini, & Brooker, B. (1999). Quality teacher education: What helps or hinders learning in teacher education. Paper presented to the Pacific Circle Consortium Annual Conference, Hawai’i, July 1999.

  • Airini, McNaughton, S., & Langley, J. (2006). Cooperation among universities, schools and government: Partnerships for educational reform. Paper presented at the International Conference for Teacher Education (in association with the Y2006 ICTED Secretariat), SEAMEO INNOTECH, Quezon City, Philippines, July 2006.

  • Airini, & Sauni, P. (2004). Bring only the most beautiful: Towards excellence in adult education pedagogy. Paper presented at the AERC/CASA. University of Victoria, Canada. August.

  • Alipia, T., Gill, T., Seaborne, T., Tuafuti, P., Airini., & Jesson, J. (2005). Ia Sua le Áva ae Toto le Áta: Stories from the Heart: What helps Pasifika students succeed in initial teacher education. Auckland: University of Auckland, Faculty of Education.

  • Alton-Lee A. (2005). Collaboration across policy, research and practice: knowledge building for sustainable educational development. Paper presented to the OECD/Netherlands Evidence Based Policy Research Conference ‘Linking Evidence to Practice’. The Hague, September. [Electronic Version]. Retrieved from http://www.educationcounts.edcentre.govt.nz/research/Bes/Downloads/BESOECD-ColPolicy9-09.pdf.

  • Alton-Lee, A. (2006). Research and evidence in educational policy-making: New challenges. Wellington: Ministry of Education. www.minedu.govt/nz/goto/bestevidencesynthesis.

  • Annan, B., & Robinson, V. (2005). Improving learning processes for practitioners involved in school reforms. Paper presented at the American Educational Research Association conference, Montreal, Canada, April 2005.

  • Ashdown, J. (1994). Language problems and learning difficulties: The experiences of international students at the University of Waikato. Unpublished MA in Applied Linguistics, The University of Waikato, Hamilton.

  • Baker, R. (2002). Parental and community involvement in schools – opportunities and challenges for school change. Paper prepared for the International Symposium on Creation of Schools for the 21st Century. Tokyo.

  • Beaver B., Tuck B. (1998). The adjustment of overseas students at a tertiary institution in New Zealand. New Zealand Journal of Educational Studies, 33(2): 167–179

    Google Scholar 

  • Buly, M., & Valencia, S. (2002). Below the bar: profiles of students who fail State reading assessments. Education Evaluation & Policy Analysis, 24(3), 219–239.

    Google Scholar 

  • Clifford, V. (1999). The development of autonomous learners in a University setting. Higher Education Research & Development. Vol 18(1), 115–128.

  • Coburn C. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6): 3–12

    Article  Google Scholar 

  • Codd, J.A. (1993). Equity and Choice: The paradox of New Zealand educational reform. Curriculum Studies, Vol. 1. No. 1, pp. 75–90.

  • Crooks, T. & Flockton, L. (2005). Reading and speaking assessment results 2004. National Education Monitoring Report 34. Dunedin, New Zealand: Educational Assessment Research Unit.

  • Department of Education. (1988a). Administering for excellence: Effective administration in education (The Picot Report). Wellington: Government Printer.

  • Department of Education. (1988b). Tomorrow’s schools: The reform of educational administration in New Zealand. Wellington, New Zealand: Government Printer.

  • Doyle, W. (1990). Themes in teacher education research. In W. Houston (Ed.). Handbook of research on teacher education. (pp. 3–24). NY: Macmillan Publishing Co.

  • Durie, M. (2006). The secondary Futures Project. Think scenarios, rethink education. Paris: OECD.

  • Easton, B. (1997). In stormy seas: The post-war New Zealand economy. Dunedin, New Zealand: University of Otago Press.

  • Fitzsimons, P., & Fenwick, P. (1997). Teacher competencies and teacher education: A descriptive literature report to the Ministry of Education, New Zealand. Wellington, New Zealand: NZCER.

  • Fraser, P. (1939). In House of Representatives. Appendices to the Journals of the House of Representatives (AJHR) - Education Department Annual Reports. Wellington, New Zealand: New Zealand Government.

  • Fullan, M. (1993). Change forces – probing the depths of educational reform. NY: Routledge.

  • Ginsburg, M., & Gorostiaga, J. (2003). Dialogue about educational research, policy, and practice: to what extent is it possible and who should be involved? In M. Ginsburg & J. Gorostiaga (Eds.). Limitations and possibilities of dialogue among researchers, policy makers and practitioners: International perspectives on the filed of education (pp. 1–36). NY: Falmer.

  • Hattie, J. (2003). New Zealand education snapshot. Presentation to the Knowledge Wave conference. Auckland.

  • Hitchiner, S. (1997). The quality assurance mechanisms in preservice teacher education: As part of the review of teacher education. Unpublished report: Susan Hitchiner, Public management consultant.

  • Hooks B. (2003). Teaching community: A pedagogy of hope. NY, Routledge

    Google Scholar 

  • Lai M., McNaughton S., MacDonald S., Farry S. (2004). Profiling reading comprehension in Mangere schools: A research and development collaboration. New Zealand Journal of Educational Studies, 27 (3): 184–197

    Google Scholar 

  • Langley, J. P.(2002). Turning 16... what have we learned? Address to the Auckland Primary Principals Association conference. Auckland.

  • Langley, J. P. (2003). Onwards and upwards. Keynote address to the vision Schools conference. Auckland.

  • Langley, J. P. (2005). Finding strength in numbers. Feature article in the New Zealand Education Review, 10 (39).

  • Literacy Experts Group. (1999). Report to the Secretary of Education. Wellington, New Zealand: Author.

  • Literacy Task Force. (1999). Report of the Literacy Task Force. Wellington, New Zealand: Ministry of Education.

  • McKay, J. (1999) Performance management in primary schools: A case study. Unpublished MSc thesis. University of Canterbury.

  • McCall, R. B., & Green, B. (2004). Beyond the methodological gold standards of behavioural research: Considerations for practice and policy. Social Policy Report. Giving Child and Youth Development Knowledge away, Vol XVIII, No. II. Society for the Research in Child Development.

  • McNaughton, S., MacDonald, S., Amituanai-Toloa, M., Lai, M., & Farry, S. (2006). Replicating a process: Research-practice collaborations across two contexts. Paper presented at the American Educational Research Association, San Francisco April 2006.

  • McNaughton S., Phillips G., MacDonald S. (2003). Profiling teaching and learning needs in beginning literacy instruction: The case of children in ‘low decile’ schools. Journal of Literacy Research, 35(2): 703–730

    Article  Google Scholar 

  • Middleton, S. A. (2002). The dynamics of transformation at the Auckland College of Education 1985–2000: An analysis of the impact of socio-political and institutional change on pre-service teacher education. Unpublished PhD thesis. Massey University.

  • Ministry of Education. (1993). New Zealand curriculum framework. Wellington, New Zealand.

  • Ministry of Education. (1997). Quality teachers for quality learning. A review of teacher education. Wellington, New Zealand.

  • Ministry of Education. (2006). School leavers with no qualifications. [Electronic Version]. Retrieved from http:www.educationcounts.edcentre.govt.nz/indicators/downloads/dsau3-No%20qualifications.pdf

  • Nash R. (1989). “Tomorrow’s Schools”: State power and parent participation. NZJES, 24(2): 113–138

    Google Scholar 

  • OECD. (2001). Knowledge and skills for life: First results from PISA. Programme for International Student Assessment. Paris OECD. www.SourceOECD.org.

  • Picot, B. (1988). Administering for excellence: Effective administration in education. Wellington, New Zealand: The Task Force.

  • Pacific Islands Tertiary Education Providers of New Zealand (2006). PITPONZ submission on developing the second Tertiary Education Strategy, 2007/12. Auckland: PITPONZ.

  • Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century status report. In C. C. Block & M. Pressley (Eds.). Comprehension instruction: Research-based best practices (pp. 1127). NY: Guilford Publications.

  • Ramsay, P. D. K., Sneddon, D. G., Grenfell, J., Ford, I. (1981). Tomorrow may be too late. Final report of the Schools with Special Needs Project. Education Department, University of Waikato, Hamilton, New Zealand.

  • Raphael, T. E., Goldman, S. R., Au, K. H., & Hirata, S. (2006). A developmental model of the standards-based change process: A case study of school literacy reform. Paper presented at the American Educational Research Association, San Francisco, April 2006.

  • Robinson, V., & Lai, M. K. (2006). Practitioner research for educators: A guide to improving classrooms and schools. Thousand Oaks, USA: Corwin Press.

  • Timperley, H. (2003). Shifting the focus: Achievement information for professional learning: A summary of the Sustainability of Professional Development in Literacy: Parts 1 and 2. Wellington, New Zealand: Ministry of Education.

  • Timperley, H., & Robinson, V. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Education Change, 2, 281–300.

    Google Scholar 

  • Yarger, S., & Smith, P. (1990). Issues in research in teacher education. In W. Houston, (Ed.). Handbook of research on teacher education (pp. 25–41). NY: Macmillan Publishing Co.

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Auckland, Auckland, New Zealand

    Airini, Stuart McNaughton, John Langley & Pale Sauni

Authors
  1. Airini
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stuart McNaughton
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. John Langley
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Pale Sauni
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding authors

Correspondence to Airini or Stuart McNaughton.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Airini, McNaughton, S., Langley, J. et al. What educational reform means: lessons from teachers, research and policy working together for student success. Educ Res Policy Prac 6, 31–54 (2007). https://doi.org/10.1007/s10671-007-9028-8

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10671-007-9028-8

Keywords

Search

Navigation