The following research and publications have been funded by Cognition Education Trust (formerly publishing as Cognition Institute).

Teach First NZ (2018). Fellows Mentoring Programme: Final Report

Teach First NZ: Ako Mātātupu ( 2018). Fellows Handbook

Teach First NZ: Ako Mātātupu(2018).  Mentor Handbook 

Dr Maree Davies(2018). Impact Report: Critical Thinking Skills Project

Terry Bates (2017). Darwin's Finch: A Short History of Cognition

Cognition Education Trust (2016). Student Voice Rubric – Web portal

Cognition Education Trust (2015). Enhancing Student Voice to influence decision-making school-wide and accelerate student progress

Michael Harcourt (2015). Towards a culturally responsive and place-conscious theory of history teaching.

Sue Smith (2015). In an environment of standardised testing, how do teachers mediate and students perceive formative assessment feedback, especially when from an external source?

Langrish, J. (2013). Lessons to be learnt: A study of American school-wide positive behaviour support initiatives.

Auva'a, E. (2010). Leaders for a Diverse Society: Minority Aspiration – A Pacific Island Principal's Perspective.

Horsley, J. (2012). Out-of-level achievement: The case for acceleration in New Zealand secondary schools.

Rubie-Davies, C. et al. (2012). Raising teacher expectations, changing beliefs and enhancing student achievement: An intervention study.

Ell, F. (2013). How can working together help children learn? Investigating the impact of cross-sector collaboration using achievement data to improve the progress of Kaikohe students in numeracy.

Rubie-Davies , al. (2010). Expectations: Raising Achievement.

van Hees, J. (2013). Expanding expression – expanding cognition: An investigation.

Jury, S. (2013). Beginning the journey into education research.

Sinclair, M. (Ed.) (2013). A Journey of Discovery: Facilitating the Initiation and Application of Schooling Research.

Greenwood, J., Fletcher, J. & Parkhill, F. (2013). What happens to reading progress in New Zealand Year 7–8 classes? The plateau, literacy, leadership, and the remaining tail.

Langley, J. (Ed.) (2013). Tomorrow's Schools: 20 years on.

Verstappen, P. & Gilmore, A. (2013). How the relationship between research and practice informs and enriches school-based curriculum development.

Twist, J. & Rosemary, H. (2013). Children's literary engagements with texts: Preliminary findings from the Lifelong Literacy research project.

Kofoed, W. (2013). Strengthening learning partnerships through purposeful reporting.

Higgins, P. (2013). Crossing the bridge to high school: positive responses to challenge.

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