Announcing Penny Braid and Adelle Holmes as speakers at researchED New Zealand
Everyone learns: Short-cycle formative assessment in Maths and English Ballarat Clarendon College has constructed a carefully mapped curriculum that enhances student learning outcomes by integrating short-cycle formative assessment in each lesson. This approach, primarily grounded in the use of mini whiteboards, enables teachers to check for understanding in real time and ensure a high rate […]
Announcing Dr Greg Ashman speaking at researchED
Implementing the Science of Learning, why, what and how In this session, Greg Ashman will explain why Ballarat Clarendon College in Victoria came to focus on a set of ideas often collective known as the ‘science of learning’. He will explain the rationale for a knowledge rich curriculum and explicit teaching anchored in formative assessment. […]
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
Leading Collective Improvement Through Collaborative Complex Problem Solving 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 […]
Announcing Michael Johnston speaking at researchED
Harmonising curriculum and assessment for the new school qualification 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. […]
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
Structured Literacy 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 […]
Announcing Lauren Wing speaking at researchED
From the Staffroom to the Classroom: Moving Professional Learning into Practice 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, […]
Announcing Professor Gaven Martin speaking at researchED
Why mathematics? Pedagogy, equity, and capability 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 […]
Announcing Nilesh Naran speaking at researchED
Strengthening sustained attention during independent learning 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 […]