Michael is a Senior Fellow at The New Zealand Initiative. He leads the Initiative’s work on education. He is a cognitive psychologist with a background in literacy research, educational assessment and psychometrics.
Prior to his time at the Initiative, he was the Associate Dean (Academic) of the Faculty of Education at Victoria University of Wellington. Between 2005 and 2011, he worked at the New Zealand Qualifications Authority (NZQA), where he developed a new, more reliable, marking system for NCEA examinations. In 2024, Michael chaired a Ministerial Advisory Group (MAG) for Education Minister Erica Stanford. The MAG advised on the development of a knowledge-rich curriculum for English and mathematics. Following that work, Michael is currently a member of the Curriculum Coherence group, which advises on the development of knowledge-rich curricula across all school subjects. Michael is also a member of a technical advisory group to NZQA on assessment for NCEA and New Zealand Scholarship.
In his time at The New Zealand Initiative, Michael has published reports on Modern Learning Environments, systems reform in education, teacher education, the use of AI in education, and pathways for industry training and apprenticeships.
Phone: 044990790
There are reliable links between being bullied at school, poor attendance and poor academic achievement. New Zealand has serious problems with all three. Read more
In this episode, Michael talks to Rachel Cooper, a Resource Teacher for Learning and Behaviour, about the complex challenges facing New Zealand's education system. The conversation covers a wide range of interconnected issues, from classroom behaviour and learning difficulties to teacher training, school governance, and the impact of societal changes on education, while also exploring potential solutions to improve the quality of education and support for students. Read more
In this episode, Michael talks to James about his recent report about the state of academic freedom in New Zealand universities, highlighting concerns about censorship, institutional bias, and self-censorship among academics. Their conversation explores the causes of these issues, including commercialisation of universities and the influence of progressive politics, and proposes recommendations such as new legislation, annual audits, and better training for administrators to protect and strengthen academic freedom. Read more
Curriculum and teacher quality are two essential pillars of any school education system. In New Zealand, both pillars are shaky. Read more
In this episode, Oliver, Michael and Eric discuss the recent elections in two eastern German states, Thuringia and Saxony, where far-right and populist parties like the AfD and BSW gained significant ground, while traditional mainstream parties performed poorly. They explore the reasons behind this political shift, including frustrations with immigration policies, economic challenges, and nostalgia for the former East Germany, while also examining the broader implications for German politics and drawing lessons for other democracies about the dangers of ignoring citizens' legitimate concerns. Read more
New Zealand often reminds me of The Shire, the peaceful abode of the hobbits in J.R.R. Tolkien’s books. Read more
In this episode, Michael and Oliver explore the growing support for alternative political parties in former East German states and its potential impact on German federal politics, particularly regarding foreign policy and international relations. They discuss historical and social factors contributing to this trend, while also examining how these changes in Germany could affect global democratic systems and drawing parallels to challenges facing other liberal democracies, including New Zealand. Read more
Old fashioned crimes, like car theft and burglary, have certain characteristics that can be annoying for the police. For one thing, laws have to be passed to define them. Read more
Prime Minister Luxon declared at last weekend’s National Party conference that the country faces an educational crisis. New data from the Curriculum Insights and Progress Study (CIPS) show that 78% of Year 8 students – nearly four out of every five – are behind curriculum expectations in maths. Read more
As an education academic, I taught the quantitative component of a research methods paper for the Master of Education programme. Most of the students undertaking that qualification were mid-career teachers. Read more
Erica Stanford has had a lot on her plate in her first year as a Minister. In her education portfolio, she has set a cracking pace, with work well underway on a knowledge-rich curriculum for primary and secondary schooling. Read more
This episode features Michael, with Oliver, responding to and critiquing statements made by Prof Peter O'Connor on RNZ about education policy. Michael systematically disagrees with O'Connor's views on the government's proposed education reforms, arguing that O'Connor misrepresents the reforms and presents false dichotomies between knowledge acquisition and creativity in education To listen to our latest podcasts, please subscribe to The New Zealand Initiative podcast on iTunes, Spotify or The Podcast App. Read more
In this episode, Michael talks to Nick Gibb, former UK Minister for Schools, about education reforms implemented in England over the past decade. The conversation covers various aspects of these reforms, including the introduction of systematic synthetic phonics for reading instruction, changes to the mathematics curriculum, teacher training improvements, and the challenges faced in implementing evidence-based approaches in education. Read more
Health New Zealand has been quite economical lately. I don’t mean ‘economical’ in the fiscal sense, of course. Read more
In this episode, Oliver and Michael discuss recent education reform recommendations in NZ, focusing on the development of a knowledge-rich curriculum and evidence-based teaching practices. Michael, who chaired the Ministerial Advisory Group that made these recommendations, defends the proposed changes against various criticisms and emphasizes that they are based on scientific research about effective learning, not political ideology. Read more