Research and Development
The Manaiakalani Programme has always invested in research to measure the effectiveness of our pedagogy. The research to date shows strong improvements in learning outcomes is supported by:
an effective Learning pedagogy that is materially changing the school experience of students from years 1 to 13
high levels of parental engagement
affordability of 1 : 1 digital devices for all students from years 4 to 13
provision of fast internet to all students to enable any time, any place, any pace learning for any one.
From 2007 the Manaiakalani Programme, student progress and achievement has been researched.
From 2013 the Manaiakalani programme has been researched by the Woolf Fisher Research Centre based at Auckland University.
From 2021 Manaiakalani have undertaken the role with oversight from the WFRC, and are using the same robust processes to look at student achievement across the schools involved in the Manaiakalani Programme and report to the stakeholders.
Some of the components of the research being undertaken in 2022:
collection of assessment data at 2 timepoints across a year in Reading, Writing and Maths
analysis of yearly and longitudinal data
collection and analysis of data from the Summer Learning Journey and NCEA
collection and analysis of data in both English and Te Reo
classroom observations of teachers in action
surveys across all stakeholders
analysis of shift in practice
collaborative reflection and goal setting based on data analysis
links to international and New Zealand research on effective literacy practice
continued collection and sharing of resources and exemplars
opportunities for middle leaders to grow leadership and teachers to improve practice e.g., through microcredentials.
opportunities for classroom teachers to improve literacy practice through an in depth support programme
Research: Quick Links For Schools
Development: Quick Links for Schools
Manaiakalani Research Team
“We have been privileged from the start to work with Education researchers at the University of Auckland to learn from their evaluations and analysis of information and data,” said Burt. “A third eye to observe classroom interaction and behaviour, test our data and feedback on big ticket issues has improved every aspect of the school process and connection.”