Education Policy & Effects

In my work on education policy and its effects on the work of teachers and schools, I am particularly interested in the way education is positioned in the ‘public space’ and the way that media and policy discourses work together to frame and shape teachers’ work and identities.


Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Abingdon: Routledge.

Groundwater-Smith, S. & Mockler, N. (2009).  Teacher Professional Learning in an Age of Compliance: Mind the Gap. Dordrecht: Springer.

Journal Articles

Mockler, N. (2020). Ten Years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), 117-114.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. (2018, iFirst). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education. Online First.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members. Education Policy Analysis Archives, 26(6), 75-86.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy, 33(2), pp.262-278.

Thompson, G. & Mockler, N. (2016). Principals of Audit: Testing, Data and 'Implicated Advocacy'. Journal of Educational Administration and History. 48(1), pp.1-18.

Groundwater-Smith, S., Mitchell, J. & Mockler, N. (2016). Praxis and the Language of Improvement. School Effectiveness and School Improvement. 27(1), pp.80-90.

Mockler, N. (2015).  From surveillance to formation? A generative approach to teachers 'performance and development' in Australian Schools. Australian Journal of Teacher Education. 40(9).

Mockler, N. (2014). Simple solutions to complex problems: Moral panic and the sjift from 'equity' to 'quality' in Education. Review of Education. 2(2), pp.115-114.

Mockler, N. (2013). Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity. Australian Journal of Teacher Education: Vol. 38: Iss. 10, Article 3. 

Mockler, N. (2013). The Slippery Slope to Efficiency: An Australian Perspective on School/University Partnerships for Teacher Professional Learning. Cambridge Journal of Education. 43(3), pp.273-289.

Mockler, N. (2013). Reporting the 'Education Revolution': in the Print Media. Discourse: Studies in the Cultural Politics of Education. 34 (1), pp.1-16.

Mockler, N. (2011). Beyond 'what works': Understanding teacher professional identity as a practical and political tool. Teachers and Teaching: Theory and Practice.  17(5), pp. 517-528.

Mockler, N. (2005) Transforming Teachers: New Professional Learning and Transformative Teacher Professionalism, Journal of Inservice Education, 31(4).

Book Chapters

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and Representations of Education Across Traditional and Social Media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Abingdon: Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of Early Career Teachers in the Australian Print Media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers: Problems and Possibilities. Dordrecht: Springer.

Groundwater-Smith, S. & Mockler N. (2017). Teacher Education in Australia: Shifting Knowledge Interests. In J.Furlong & G.Whitty (Eds), Knowledge and the Study of Education: An International Exploration. Oxford: Symposium Books.

Mockler, N. (2015). NAPLAN and the ‘Problem Frame’: Exploring representations of NAPLAN in the print media, 2010-2013, in B.Lingard, S.Sellar & G.Thompson (Eds), National Testing in Schools: An Australian Assessment. Abingdon: Routledge.

Mockler, N. (2015). The Middle Years as a Site for Reform., in Groundwater-Smith, S. & Mockler, N. (Eds), Big Fish, Little Fish: Teaching and Learning in the Middle Years. Cambridge: Cambridge University Press.

Groundwater-Smith, S. & Mockler, N.  (2014). Why Global Policies Fail Disengaged Young People at the Local Level, in H. Proctor, P. Brownlee & P. Freebody (Eds), Controversies in Education: Orthodoxy and Heresy in Educational Policy and Practice. Dordrecht: Springer.

Sachs, J. & Mockler, N. (2012). Performance cultures of teaching: threat or opportunity?, in C.Day (Ed.), International Handbook of Teacher and School Development.  London: Routledge.