researchED New Zealand 2026 update SOLD OUT – WAITLIST ONLY

We’re delighted (and a little humbled) to share that researchED New Zealand has sold over 500 tickets and is now sold out! Thank you to everyone who’s secured a place. The appetite for evidence-informed teaching and thoughtful professional dialogue in Aotearoa is clearly strong. If you missed out, the waitlist is now open. Places may […]

Announcing Rozanne Donald speaking at researchED

Collaborative Complex Problem Solving (CCPS) is a leadership methodology for school improvement that emphasises the often-skipped steps of problem identification and causal analysis. At Rutherford College, this approach was used to address significant achievement inequity for Māori and Pasifika students, beginning with an investigation into why students were struggling to pass the literacy co-requisite. This […]

Announcing Michael Johnston speaking at researchED

Teachers are often exhorted to teach the curriculum rather than ‘to the test.’ But high stakes assessment will always incentivise the teaching and learning behaviours that teachers and students believe will optimise results. Assessment should therefore be designed so that those incentives align with curriculum intentions. In this session, I will explore the implications of […]

What makes researchED New Zealand different?

I have been asked a few times recently “What makes researchED New Zealand different?”. It is a fair question, especially in a crowded education landscape where conferences, summits, and PLD opportunities blur into one another. I’m also mindful that I publish this with the event effectively on the verge of selling out, three months before […]

Announcing James Chapman speaking at researchED

This session provides an overview of structured literacy, outlining its core principles and the rationale behind the New Zealand Minister of Education’s decision to mandate its use in primary schools. It examines the policy context in which structured literacy was introduced, alongside key criticisms that have emerged during its implementation. The presentation reviews initial findings […]

Announcing Lauren Wing speaking at researchED

Long Bay College has spent the last seven years developing and implementing their educational philosophy, Tino Akoranga. Informed by research and considerate of our context, Tino Akoranga considers all facets of teaching, including establishing effective classrooms, culturally responsive pedagogies, effective formative assessment, curriculum development, and securing learning into memory. The implementation of Tino Akoranga has […]

Announcing Professor Gaven Martin speaking at researchED

What is mathematics, and why should we teach it ?  And perhaps as we consider these questions, we could begin to understand how we should teach it.  First, I’ll summarise where we were at as few as five years ago and the strong evidence that a serious change in direction was absolutely necessary.   Pedagogies […]

Announcing Nilesh Naran speaking at researchED

This session explores how schools can better prepare students for independent study by explicitly teaching study habits and self-regulation, rather than assuming these skills develop naturally. Set within a wider school focus on effective study skills, the session draws on work with Year 11 students as a deliberate preparation phase for the increased independence required […]

Announcing Dr Helen Walls speaking at researchED

Helen will look at how the influence of the National Reading Panel has shaped reading instruction worldwide and asks whether a narrow interpretation of evidence based practice has limited progress. While phonics, vocabulary, and comprehension strategies matter, many students still struggle. The session explores two powerful but overlooked levers for improvement: the teaching of handwriting […]

Announcing Professor Brigid McNeill speaking at researchED

Professor McNeil will speak to the effectiveness of Tier 2 literacy intervention depends on both instructional quality and system-level implementation. This session draws on findings from a large national controlled implementation study involving more than 3,500 students, which demonstrated significant gains in reading and spelling for children receiving Tier 2 structured literacy intervention compared with […]