Education Policy and its Effects

 
 

Books








Mockler, N. & Groundwater-Smith, S. (2018). Reclaiming Meaning: Questioning the Language of Reform and Improvement in Education. 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. (2018). 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 teacher ‘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 Shift 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’: MySchool.edu.au 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 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. (2018, in press). ‘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, The Study of Education Around the World. 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.

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.