At Graeme Dingle Foundation we have a research team that’s dedicated to evaluating and developing programme logic models, and measuring outcomes. This work provides an important evidence base which helps define and refine our programmes, so we’re always up to date, responsive and relevant.
To make sure our evaluation design and practices remain credible (and to provide opportunities for external evaluation projects), we work alongside the University of Auckland and Massey University. We are also open to proposals for independent research projects from Masters and PhD students or other research agencies.
For more information on our research please refer below:
Annual Projects Summary
How our Programmes Impact our Young People
If you have any questions or would like access to any research, contact Julie Moore
- Research and Evaluation Summary
- School-based mentoring
- Can Resilience be Built at School?
Research and Evaluation Summary
This Research and Evaluation Summary provides details of recent research on our programmes. The report summarises recently published research articles, project reports and details research projects that are currently underway.
Download ReportSchool-based mentoring
School-based mentoring: Examining the cultural and economic variations in engagement and effectiveness. Written by Kellie Noonan, Pat Bullen, Susan Farruggia for the University of Auckland, May 2012.
This paper examines the need for overseas mentoring models to be adapted to meet the needs of New Zealand youth.
Read ReportCan Resilience be Built at School?
The Education Review Office (ERO) has released an interesting article about the link between resilience and doing well at school. It has been found that children who show higher resilience also do better academically. Therefore the importance of building resilience in our tamariki is high and the work we do in our programmes is imperative in improving the academic success of our students. “In practical terms, schools can help children succeed by giving them a variety of learning strategies to apply if they are having difficulty”.
This article confirms the importance of having programmes like Kiwi can in schools because it gives tamariki the tools they need to overcome different obstacles in the classroom. Kiwi Can classrooms are a safe environment where leaders teach interpersonal skills that help students to build caring, respectful relationships, and values that help to build student character. During Kiwi Can lessons the leaders’ use of positive language and positive reinforcement, and student experiences of success encourage full participation, which helps to increase student competence, resilience and confidence.
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