Ms Carolyn JC Jones

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Qualifications: Bachelor of Social Sciences (Hons) (University of Waikato)

Contact Details

Name  Extn.  Username  Room  Department
Jones, Ms Carolyn 4483 cjjones UL3.G.02 FoE Institute of Professional Learning

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About Carolyn

I joined the team in the Institute of Educational Professional Learning and Development in May 2012, following eight years as the Research Manager in the Wilf Malcolm Institute of Educational Research in the Faculty of Education, University of Waikato. Having left the Institue at the end of 2013 I have returned in March 2016 for six months as Manager, whilst Tammy Tauroa is on parental leave.

My work in the field of education began when I worked at King's College, London from 1988 - 1991 as a Project Administrator on the CATS Science KS3 project, which developed Standard Assessment Tasks. On my return to New Zealand at the end of 1991 I undertook a BSoc Sci, majoring in Social Science Research and Women's Studies. I completed this in 1996. I then completed a BSocSci(Hons) majoring in Demography in 1999. During my studies I was awarded the Jacoby Prize of the Population Association of New Zealand in 1995, and University of Waikato Honours and Masters Awards in 1996 and 1997.

Research Interests

I began work at the School of Education, University of Waikato in 2001, working with Margaret Carr as a Researcher/Administrator on the Early Childhood Learning and Assessment Exemplar Project. This project resulted in the publication of the 20 books that form the  Kei Tua o Te Pai best practice resource.

In March 2003 I began work as a researcher with Margaret Carr and Anne Smith, from the Children's Issues Centre, University of Otago, on the three-year, Marsden-funded, Dispositions in Social Context Project. The project began with the desire to both explore ideas about learning dispositions and to develop research methods that would include children's perspectives. One focus of the research was to explore how learning dispositions, through identity, travel between the various settings and activities the children participate in, such as home, their early childhood setting, and then later school. A mosaic approach to data collection meant that a variety of methods were used: centre-based and classroom based observations, capturing the children's voice through wireless microphones, interviews with families and teachers and both photographing the children and giving the families cameras to capture the children's interest.

In 2010 I successfully undertook the PRINCE2 Project Management Practitioner training and since that time have become more interested in project management systems in universities.

In August 2012 I was a participant in the New Zealand Women in Leadership Programme organised through Universities New Zealand (previously know as the NZ Vice Chancellors' Committee)

Recent Publications

  • Duncan, J., Jones, C., & Carr, M. (2008). Learning dispositions and the role of mutual engagement: factors for consideration in educational settings. Contemporary Issues in Early Childhood, 9(2), 107-117. Open Access version:

  • Carr, M. A., Cowie, B. M., Jones, C. J., & Lee, W. (2003). Children as Commentators on Their own Learning. In Accountability for Educational Quality Conference. Conference held at Chicago, Illinois.

  • Jones, C. J. (1996). The restructuring of the New Zealand welfare sector 1989 - 91. New Zealand Population Review, 22(1&2), 69-82.

Find more research publications by Carolyn Jones