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The portfolio of research reports prepared by members of the CORE Education research team.

This research project contributes a perspective on how junior school teachers might improve continuity for children moving from ECE to school. The transformation of the new-entrant and year-1 classes at Mairehau Primary School provides powerful insights into what is possible when teachers embrace play as a valid and worthwhile form of learning for young children new to school.

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.

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.

This report synthesizes 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.

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.

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.