Professor Jane Gilbert
Phone: +64 9 921 9999 ext 8159
Room AR215, School of Education, AUT Akoranga Campus, 90 Akoranga Dr,
Northcote Auckland 0627.
School of Education, AUT University,
Private Bag 92006 Auckland 1142.
- Doctor of Philosophy (Science Education, University of Waikato)
- Master of Arts with Distinction (Applied Linguistics, Victoria University of Wellington)
- Diploma of Teaching English as a Second Language, (Victoria University of Wellington)
- Diploma in Teaching (Auckland College of Education)
- Bachelor of Arts (Zoology & Anthropology, University of Auckland).
Memberships and Affiliations:
- New Zealand Association for Research in Education (NZARE)
Jane was appointed Professor of Education at AUT University in 2013. She was previously Chief Researcher at the New Zealand Council for Educational Research (NZCER).
Before that she was a Senior Lecturer in Education at Victoria University of Wellington, a Lecturer in Education at the University of Waikato, and, many years ago, she was a secondary school teacher of biology and science.
2014 MEd courses:
- Special Topic 1 Educational Futures — Part One: The Theory
- Special Topic 2: Educational Futures — Part Two: The Practice.
Completed PhD theses
- Tasker, G. (2001). Students' experiences in an HIV-AIDS sexuality education programme: What they learned and the implications for teaching and learning in health education. Victoria University of Wellington PhD.
- Watson, S. (1999). Gender and choice: Girls, single-sex schooling, and school choice. Victoria University of Wellington PhD.
- Walshaw, M. (1999). Paradox, partiality and promise: A politics for girls in school mathematics. Massey University PhD.
Completed MA/MEd theses
- Spiller, L. (2012) Teachers' Misunderstandings that Affect the Learning of Their Pasifika Students. Unpublished MEd thesis, Victoria University of Wellington.
- Robertson, S. (2012). Stories of Young Migrants' Cross-Cultural Educational Transitions. Unpublished MA thesis, Victoria University of Wellington.
- Wakelin, S. (2001). 'Liberatory' education: Some problems and possibilities. Unpublished Master of Arts thesis, Victoria University of Wellington.
- Gendall, L. (2001). Theory to practice in mathematics education: Student teachers’ planning of a classroom mathematics programme for primary school children. Unpublished Master of Education thesis, Victoria University of Wellington.
- Meyers, T. (2000). Why are science textbooks so difficult to read? Unpublished Master of Education thesis, Victoria University of Wellington.
- Hipkins, R. (1998). Rethinking the nature of science knowledge construction: A fruitful focus for pre-service primary teacher education. Unpublished Master of Education thesis, Victoria University of Wellington.
My early-career academic work was in science education and equity issues in education — I have worked on a range of different questions in these areas for nearly thirty years. I also have a background in the sociology and philosophy of education, and language issues in education.
However, over the last fifteen years or so, I have mainly worked in the area of educational futures, looking in particular at the implications for education of Knowledge/Network Age developments.
Current Research Projects:
I am currently Principal Investigator on a research project called: On the Edge: Shifting Teachers' Paradigms for the Future. This project is funded for two years (January 2013-March 2015) by the Teaching and Learning Research Initiative (TLRI).
The project is investigating the conditions needed if New Zealand teachers are to experience the kind of transformational learning they need to work in future-oriented schools.
- Bolstad, R. & Gilbert, J. (2008). Disciplining and drafting, or 21st century learning? Rethinking the New Zealand senior school curriculum for the future. Wellington: NZCER Press.
- Bolstad, R. with J. Gilbert (2006). Zooming in on learning in the digital age: A literature review. Wellington: NZCER Press.
- Gilbert, J. (2005). Catching the Knowledge Wave? The Knowledge Society and the future of education in New Zealand. Wellington: NZCER Press.
Papers in refereed Journals
- Gilbert, J. (2013). Progressing education in the 21st century? The 'digital revolution', social change, and public education’s future. Set special Issue on future education. (forthcoming).
- Gilbert. J. (2013). What should initial teacher education programmes for 2022 look like and why? Waikato Journal of Education Te Hautaka Mātauranga o Waikato. 18(1), pp.105–116.
- Gilbert, J. (2012). Science 2.0 and school science. New Zealand Science Teacher 131, pp.5-9.
- Gilbert, J. (2011). School science is like wrestling with an octopus. New Zealand Science Teacher 126, pp.29-31.
- Gilbert, J. & Calvert, S. (2011). Connectedness — what is it? Psychology Aotearoa, 3(2), pp.99-103.
- Gilbert, J. (2010). Equity and difference: Schooling and social democracy in the 21st century? Critical Literacy: theories and practices 4(1) www.criticalliteracyjournal.org.
- Gilbert, J. (2007). Knowledge, the disciplines, and learning in the digital age. Education Research Policy and Practice, 6(2), pp.115–122.
- Gilbert, J. (2007). Catching the Knowledge Wave? The "knowledge society" and the future of public education. Education Canada, 47(3), pp.4-8.
- Gilbert, J. (2003). Catching the Knowledge Wave? The "knowledge society" — what does it mean for education? Set — Research Information for Teachers, 3, pp.31–32.
- Gilbert, J. & Calvert, S. (2003). Challenging accepted wisdom: Looking at the gender and science question through a different lens. International Journal of Science Education, 25(7), pp.861–878.
- Gilbert, J. & Cameron, M. (2002). When two cultures collide: Similarities and differences between tertiary teachers in two institutional contexts. New Zealand Journal of Educational Studies/Te Hautaka Matai Mātauranga o Aotearoa, 37(1), pp.87–91.
- Gilbert, J. (2001). Science and its 'other': Looking underneath 'woman' and 'science' for new directions in research on gender and science education. Gender and Education, 13(3), pp.291–305.
- Gilbert, J. (2001). "It's science, Jim, but not as we know it": Re-thinking an ‘old’ discipline for the Knowledge Society. Science and Mathematics Education Papers 2001, pp.174–190.
- Gilbert, J. (1999). "It's life, Jim, but not as we know it": The trouble with girls' achievement in traditionally 'masculine' subjects at school. Women's Studies Journal, 15(2), pp.9–27.
- Gilbert, J. & Calvert, S. (1999). Troubling accepted wisdom: Looking at the gender and science question through a different lens. Science and Mathematics Education Papers 1999, pp. 78-117.
- Gilbert, J. (1998). Gender equity statements in the New Zealand National Curriculum documents: Their genealogy and likely effects. New Zealand Annual Review of Education/Te Arotake ā Tau o te Ao o te Mātauranga i Aotearoa, 8, pp.97–117.
- Gilbert, J. (1997). Looking underneath the categories 'science' and 'gender' for new directions in research on gender issues in science education. Science and Mathematics Education Papers 1997, pp.61–85.
- English, C., Gilbert, J. & Hipkins, R. (1997). 'Keeping it complex': a response to "Making Sense of Learning Science in New Zealand", by Lydia Austin. New Zealand Science Teacher 84, pp. 3-7.
- Gilbert, J. (1996). The sex education component of school science programmes as a 'micro-technology' of power. Women's Studies Journal, 12(2), pp.37–57.
- Gilbert, J. (1994). The construction and reconstruction of the concept of the ‘reflective practitioner' in the discourses of teacher professional development. Invited paper for a special issue of the International Journal of Science Education, 16(5), pp.511–522.
- Gilbert, J. (1994). The semiotics of human sex chromosomes. University of Waikato Women's Studies Occasional Paper No. 9. Hamilton: University of Waikato Department of Women's Studies.
- Gilbert, J. (1992). Achieving equity in small group discussions. Working Papers on Language, Gender and Sexism, 2(2), pp. 55-74.
- Gilbert, J. & McComish, J. (1990). Science learning, language, and feminist pedagogy. Science and Mathematics Education Papers 1990, pp. 32-59.
- Gilbert, J. & Wilson, J. (1987). Need a choice. Future Times: The Journal of the New Zealand Futures Trust, pp. 6-7.
- Gilbert, J. (2010). Are we there yet? Sixty years of educational sociology and equality in Aotearoa-New Zealand. In K. Stevens and J. Kidman (eds.), Looking back from the centre: A snapshot of contemporary New Zealand education. Wellington: Victoria University Press (pp.19-40).
- Gilbert, J. & Bull, A. (2009). Educational implications for communities affected by transience and residential movement. In B. James (ed.), Findings from the Building Attachment in Communities Affected by Transience and Residential Mobility project. Wellington: Centre for Research, Evaluation and Social Assessment.
- Gilbert, J. (2005). Catching the Knowledge Wave? 'Knowledge society' developments and the future of public education in New Zealand. In: J. Codd & K. Sullivan (Eds.), Education Policy Directions in Aotearoa/New Zealand: Looking for a Third Way? (pp. 53–70). Southbank, VIC: Thomson Dunmore Press.
- Gilbert, J. & Calvert, S. (2005). Challenging accepted wisdom: Looking at the gender and science question through a different lens. In: J. K Gilbert (ed.) Science education: Major themes (Volume 1, Chapter 14, pp. 276-297). London: Taylor & Francis. [NB this paper is a re-published version of Gilbert & Calvert (2003) — see above]
- Gilbert, J. (1995) Feminism and science education: A response to Michael Matthews' "Challenging New Zealand Science Education". In: B. Bell (ed.) Responses to: 'Challenging New Zealand Science Education'. (pp.64-88). Hamilton: University of Waikato Centre for Science, Mathematics and Technology Education Research.
Research reports and working papers
- Gilbert, J. and Bull, A. (2013). Building a future-oriented science education system in New Zealand — how are we doing? Wellington: NZCER.
- Bull, A. and Gilbert, J. (2013). Exploring teacher professional learning for future-oriented schooling. Working Paper 1 from the Back to the Future project. Wellington: NZCER.
- Bolstad, R., Bull, A., Carson, S., Gilbert, J., MacIntyre, W. and Spiller, L. (2013). Strengthening engagements between schools and the science community: Final report. Report prepared for the Ministry of Education. (Available at www.nzcer.org.nz).
- Bull, A. and Gilbert, J. (2012). Swimming out of our depth? Leading learning in 21st century schools. Wellington: NZCER. Available at www.nzcer.org.nz/research/publications.
- Bolstad, R. and Gilbert, J. (with S. McDowall, A. Bull, S. Boyd and R. Hipkins (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Research report prepared for the Ministry of Education. Wellington: Ministry of Education. Available at www.educationcounts.govt.nz/publications. (73pp).
- Bull, A., Gilbert, J., Barwick, H., Hipkins, R. and Baker, R. (2010). Inspired by Science – a paper commissioned by the Prime Minister’s Science Advisor. Wellington: New Zealand Council for Educational Research. [This paper informed the later report: Looking Ahead: Science Education for the Twenty-First Century: a report from the Prime Minister's Chief Science Advisor (known as the 'Gluckman Report'). April 2011. Available at www.pmcsa.org.nz.
- Roberts, J., Gardiner, B., Gilbert, J., & Vaughan, K. (2008). Trading choices: young people's career decisions and gender segregation in the trades. Wellington: Ministry of Women's Affairs.
- Gilbert, J. (2007). Personalising learning — Discussion Paper for the Minister of Education. Unpublished discussion paper for the Ministry of Education.
- Bull, A. & Gilbert, J. (2007). Student movement and schools — what are the issues? Report prepared for the Centre for Research, Evaluation and Social Assessment. Wellington: NZCER.
- Cooper, G., Gilbert, J., & Campbell, R. (2007). Te Kete o Aoraki: An evaluation. Report prepared for Te Runanga o Ngāi Tahu/Te Kete o Aoraki Reference Group. Wellington: NZCER.
- Gilbert, J. & Bolstad, R. (2006). Personalising learning: a background paper by the New Zealand Council for Educational Research. Unpublished discussion paper for the Ministry of Education.
- Bolstad, R., & Gilbert, J. (2006). Creating digital age learners through school ICT projects: What can the Tech Angels project teach us? Wellington: NZCER. Available at www.educationcounts.govt.nz/publications/ict/creating_digital_age_learners.
- Bolstad, R., & Gilbert, J. (2006). The Tech Angels project as ICT initiative: A discussion paper. Unpublished report for the Ministry of Education.
- Bolstad, R. & Gilbert, J. (2006) The Tech Angels project: Inviting teachers into the world of digital learning. Available at: educationcounts.edcentre.govt.nz/research/ict-tech-angels.html.
- Bolstad, R., Gilbert, J. & Hipkins, R. with R. Baker (2006). Tech Angels at Wellington Girls' College. A report on a research project for the Ministry of Education and Wellington Girls’ College (unpublished).
- Bolstad, R., Gilbert, J., Vaughan, K., Darr, C., & Cooper, G. (2006). Zooming in on learning in the digital age (ZILDA): Report No 1: Zooming in on "digital age" learners. Wellington: NZCER.
- Gilbert, J. (2005). Educational issues for communities affected by transience and residential mobility: Report on Phase One (2003–04). Wellington: NZCER.
- Goven, J., Cram, F., & Gilbert, J. (2004). Eliciting complementary expertise on genetic testing in Aotearoa New Zealand: Working Paper (Research Report No 4) for the Constructive Conversations Kōrero Whakaaetanga project. Available from www.conversations.canterbury.ac.nz/reportspapers.htm.
- Gilbert, J. (2001). Engaging women and girls in science: Re-configuring science, science education and gender for the Knowledge Age. Paper prepared for the Ministry of Research, Science and Technology. Available from www.morst.govt.nz.
- PHD — Gilbert, J. (1997). Thinking 'Other'-Wise: Re-thinking the problem of girls and science education in the postmodern. University of Waikato (Centre for Science and Mathematics Education Research).
- MA — Gilbert, J. (1990). Secondary school students talking about science: Language functions, gender, and interaction in small group discussions. Victoria University of Wellington (English Language Institute/School of Language and Applied Linguistics).