Section
Education research that informs the work of New Zealand school principals.
This section publishes peer-reviewed studies, ERO research summaries, and commentary on emerging evidence in school leadership, curriculum, behaviour management, oral language, mathematics teaching, climate education, and relationships and sexuality education. Contributors include New Zealand academics, the Education Review Office, and international researchers working in adjacent education systems. Articles translate research findings into implications for principals — what the evidence says, what it means for school practice, and where current debates sit. Use this section to ground your decision-making in current evidence, brief your board on emerging issues, and follow how research is shaping policy reforms in Aotearoa.
School of Educational Studies, Massey University, Palmerston North There is a growing interest in exploring the contribution neuroscience might make to education. However, linking the two gives rise to a particularly serious philosophical problem – the ‘is-ought gap’. That is, an evaluative statement about what we ought to do (education) cannot be derived from descriptive […]
Massey University, Institute of Education Schools are often required to make decisions about whether or not to purchase particular commercial resources and/or professional development initiatives to improve teaching and learning. Decisions need to be made about various aspects including the costs, the appropriateness and the purported effectiveness of such programmes and/or initiatives. As teachers become […]
Extending innovative leadership to better student outcomes in primar Carolyn Stuart, Brendon Henderson, Anne Lye, Trevor Jeffries, Keith Rickard, Peter Simpson, Julie Mackey & Niki Davis In the final 2014 issue of NZ Principal there was an article discussing six keys for digital leadership (Stuart, 2014). The article mentioned a Teaching and Learning Research Initiative […]
