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 from 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 2021:

  • 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

  • classroom observations of teachers in action

  • surveys across all stakeholders

  • analysis of High Leverage Teaching Practises being observed

  • links to international and New Zealand research on High Leverage Teaching Practices

  • reporting to schools and clusters on Student Achievement Data

  • collection and collation of exemplars of High Leverage Teaching Practices

Quick Links For Schools:

Manaiakalani Research Team

Georgie Hamilton

Research Manager

georgie.hamilton@manaiakalani.org

Adam Mcmillan

Data Specialist

adam.mcmillan@manaiakalani.org

Kiri Kirkpatrick

Research Facilitator

kiri.kirkpatrick@manaiakalani.org

“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.”