Contact details +64 (06) 356 9099  ext. 83364

Dr Gwen Gilmore

Kaitakawaenga/ECE Facilitator

Institute of Education

Research Projects

Summary of Research Projects

Position Current Completed
Team Member 1 0

Research Outputs

Journal

Gilmore, G. (2019). Intercultural praxis: Australian diploma of early childhood education preservice teacher visual literacy comparisons between Australia and Vietnam. Intercultural Education.
[Journal article]Authored by: Gilmore, G.
Gilmore, G., Welsh, S., & Loton, D. (2019). An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education. Pedagogy, Culture and Society. 27(3), 441-461
[Journal article]Authored by: Gilmore, G.
Rose, J., Stanforth, A., Gilmore, G., & Bevan-Brown, J. (2018). “You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools. Emotional and Behavioural Difficulties. 23(3), 270-283
[Journal article]Authored by: Gilmore, G.
Gilmore, G., Truong, TMD., & Reilly, M. (2016). Vietnamese textual methodologies: a comparison of Australian with Swedish and New Zealand early childhood visual literacy contexts. Early Child Development and Care. 186(11), 1802-1820
[Journal article]Authored by: Gilmore, G.
Cacciattolo, M., & Gilmore, G. (2016). Pedagogical portraits: re-negotiating the first year preservice teacher experience. Qualitative Research Journal. 16(4), 388-401
[Journal article]Authored by: Gilmore, G.
Gilmore, G., Carr, A., & Cacciattolo, M. (2015). Case writing for collaborative practice in Education Studies. Qualitative Research Journal. 15(2)
[Journal article]Authored by: Gilmore, G.
Gilmore, G. (2014). Semi-structured interviews and participant-produced visual narratives: Illustrating stories of inclusion and on-going learning in disciplinary situations. Sage Research Methods: Case.
[Journal article]Authored by: Gilmore, G.
Gilmore, G. (2013). 'What's a fixed-term exclusion, Miss?' Students' perspectives on a disciplinary inclusion room in England. British Journal of Special Education. 40(3), 106-113
[Journal article]Authored by: Gilmore, G.
Gilmore, G., & Waru, H. (2012). Tapawha, Key competencies and Strength and Difficulties Questionaires. From Idea to Application. No Te Whakaro Ka Mahia, He Tumumo Aromatawai Ko Te Arotahi, Ko Nga Ahua Tapawha Me Nga Pukenga Matua. Kairaranga. 13(1), 50-54
[Journal article]Authored by: Gilmore, G.
Gilmore, G. (2012). What's so inclusive about an inclusion room? Staff perspectives on student participation, diversity and equality in an English secondary school. British Journal of Special Education. 39(1), 39-48
[Journal article]Authored by: Gilmore, G.
Adams, S., Morris, D., Gilmore, G., & Frampton, I. (2010). A novel parent-supported emotional literacy programme for children.. Community practitioner : the journal of the Community Practitioners' & Health Visitors' Association. 83(8), 27-30
[Journal article]Authored by: Gilmore, G.

Book

Gilmore, G. (2017). Informed visual narratives from the inside. In V. Plows, & B. Whitburn (Eds.) Inclusive Education Making Sense of Everyday Practice. : Springer
[Chapter]Authored by: Gilmore, G.
Funston, A., Gill, M., & Gilmore, G. (2014). Exploring First-Year Transition Pedagogy: Indicators of Enhanced Transition and Retention in an Experiential Early-Years Teacher-Education Setting. In G. Gilmore (Ed.) Strong Starts, Supported Transitions and Student Success. : Cambridge Scholars Pub
[Chapter]Authored by: Gilmore, G.Edited by: Gilmore, G.
Gilmore, G. (2012). Relational professionalism for inclusion: an analysis of a United Kingdom and a New Zealand secondary school. In Inclusive Education Perspectives on Professional Practice. : Dunmore
[Chapter]Authored by: Gilmore, G.
Gilmore, G. (2008). In Student Perspectives on School: Informing Inclusive Practice. In J. Berman, & J. MacArthur (Eds.) Student Perspectives on School: Informing Inclusive Practice. : Sage Publications Ltd
[Chapter]Authored by: Gilmore, G.

Thesis

Gilmore, G. (2010). Inclusion and professionalism: Reducing fixed term exclusions in a south west secondary school. A cultural historical activity theory study of a disciplinary inclusion room. (Doctoral Thesis, University of Exeter)
[Doctoral Thesis]Authored by: Gilmore, G.

Conference

Gilmore, G.Reducing exclusions and improving attainment - how can that be? Evidence from a United Kingdom secondary school. Paper presented at the meeting of https://www.victoria.ac.nz/education/pdf/jhc-symposium/Proceedings-of-the-Symposium-on-Assessment-and-Learner-Outcomes.pdf. Welliington, New Zealand
[Conference Paper]Authored by: Gilmore, G.
Gilmore, GJ.(2011, December). Reducing primary fixed term exclusions/suspensions. Reflections with Primary Head Teachers on a transferred inclusion partnership project.. .
[Conference]Authored by: Gilmore, G.
Gilmore, GJ.(2011, November). A case study of teacher dilemmas for promoting Inclusive practice. From the UK to NZ. .
[Conference]Authored by: Gilmore, G.
Gilmore, GJ. (2011, September). Reducing exclusions and improving attainment - how can that be? Evidence from a UK secondary school. Presented at Symposium on Assessment and Learner Outcomes. Wellington, New Zealand.
[Conference Oral Presentation]Authored by: Gilmore, G.Edited by: Gilmore, G.
Gilmore, GJ. (2011). Inclusion and Professionalism: reducing fixed term exclusions in a South West secondary school. A Cultural Historical Activity Theory study of a disciplinary Inclusion room. Year 8 & 9. Poster session presented at the meeting of Internatinal Society for Cultural Historical Research (ISCAR). Triannual symposium. Rome
[Conference Poster]Authored by: Gilmore, G.
Gilmore, GJ. (2011). Inclusion and Professionalism: reducing fixed term exclusions in a South West secondary school. A Cultural Historical Activity Theory study of a disciplinary Inclusion room. Year 8 & 9. Poster session presented at the meeting of Internatinal Society for Cultural Historical Research (ISCAR). Triannual symposium. Rome
[Conference Poster]Authored by: Gilmore, G.
Gilmore, GJ. (2010). International Conference Poster. Poster session presented at the meeting of International Society for Cultural Activity Research - british Society Presentation. Bristol
[Conference Poster]Authored by: Gilmore, G.
Gilmore, G. (2010, November). Multi-agency working in Camborne Pool and Redruth (CPR) learning partnership. Presented at Discipline in Schools Conference. London, United Kingdom.
[Conference Oral Presentation]Authored by: Gilmore, G.
Gilmore, GJ. (2001). Reducing fixed term exclusions through a disciplinary inclusion room (IR) approach in a United Kingdom (UK) secondary school. Year 8 and 9 students. Poster session presented at the meeting of International Society for Cultural and Activity Research Congress. Rome, Italy
[Conference Poster]Authored by: Gilmore, G.

Other

Gilmore, GJ. (2010). Nurture Report 2009-10. (pp. 1 - 14).
[Other]Authored by: Gilmore, G.
Gilmore, GJ. (2010, May). Inclusion and professionalism; reducing fixed term exclusions in a South West secondary school. In Exeter University staff and student conference. Presented at Exeter University.
[Oral Presentation]Authored by: Gilmore, G.
Gilmore, GJ., & Phillips, E. (2009). Nurture Report 2008/09. (pp. 1 - 11).
[Other]Authored by: Gilmore, G.
Gilmore, GJ. (2008). Learning Mentor Evaluation 2007/08. (pp. 1 - 25).
[Other]Authored by: Gilmore, G.
Gilmore, GJ., & Phillips, E. (2008). Nurture Review 2008.
[Other]Authored by: Gilmore, G.
Gilmore, GJ., & Phillips, E. (2007). Review of Nurture Group Practice.
[Other]Authored by: Gilmore, G.
Gilmore, GJ. (2007). Learning Mentor Research Report 2007. (pp. 1 - 74).
[Other]Authored by: Gilmore, G.
Gilmore, GJ.Learning Mentor Report 2009/2010. (pp. 1 - 34).
[Other]Authored by: Gilmore, G.

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