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Publications

 
 

Books

  1. Groundwater-Smith, S. & Mockler, N. (2015). Big Fish, Little Fish: Teaching and Learning in the Middle Years. Cambridge: Cambridge University Press.

  2. Mockler, N. & Groundwater-Smith, S. (2015). Engaging with Student Voice: Beyond Legitimation and Guardianship. Dordrecht: Springer.

  3. Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P. & Ronnermann, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. London and New York: Routledge.

  4. Mockler, N. & Talbot, D. (2013).  Australian Curriculum, Classroom Approaches: English.  Melbourne: Palgrave Macmillan. (A2)

  5. Talbot, D. & Mockler, N. (2013).  Australian Curriculum, Classroom Approaches: Mathematics.  Melbourne: Palgrave Macmillan. (A2)

  6. Mockler, N. & Talbot, D. (2012). Australian Curriculum: Classroom Approaches - History. Melbourne: Palgrave Macmillan.

  7. Talbot, D. & Mockler, N. (2012). Australian Curriculum: Classroom Approaches - Science. Melbourne: Palgrave Macmillan.

  8. Mockler, N. & Sachs, J. (Eds) (2011). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater-Smith. Dordrecht: Springer.

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

  10. Groundwater-Smith, S., Mitchell, J. & Mockler, N. (2007)  Learning in the Middle Years: More than a Transition.  Melbourne: Thompson Learning.

  11. Mockler, N. (Ed.) (2006).  Local Research, Global Community: Action Research for a New Century.  Manchester: CARN.

  12. Groundwater-Smith, S. & Mockler, N. (2003), Learning to Listen: Listening to Learn. Sydney: University of Sydney.


Book Chapters

  1. Mockler, N. & Groundwater-Smith, S. (2017). Teacher Research: A Knowledge-Producing Profession? in P.J.Grootenboer, C.Edwards-Groves, S.Choy (Eds), Practice Theory Perspectives on Pedagogy and Education - Praxis, Diversity and Contestation. Singapore: Springer.

  2. 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 and its Effects: Evidence from Australia. Abingdon: Routledge.

  3. 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.

  4. Mockler, N. & Casey, A. (2015). (In)sights from 40 years of practitioner action research in education: Perspectives from the US, UK and Australia. in L. Newman & C. Woodrow (Eds), Practitioner Research in Early Childhood: International Issues and Perspectives. Thousand Oaks, CA: Sage Publications.

  5. Groundwater-Smith, S. & Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity, in A. MacFarlane and S.MacFarlane, Eds, Sociocultural Realities: Exploring New Horizons.  Canterbury: University of Canterbury Press.

  6. Holmes, K. & Mockler, N. (2015). Ongoing Professional Learning, in M.Henderson & G.Romeo (Eds), Teaching and Digital Technologies. Cambridge: Cambridge University Press.

  7. 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), Educational Heresies: New and enduring controversies over practice and policy. Dordrecht: Springer.

  8. 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.

  9. Groundwater-Smith, S. & Mockler, N.  (2012). ‘Sustaining Professional Learning Networks’, in C.Day (Ed.), International Handbook of Teacher and School Development.  London: Routledge.

  10. Mockler, N. (2011). ‘Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity’, in N.Mockler and J. Sachs (Eds). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater Smith. Dordrecht: Springer.

  11. Mockler, N. and Sachs, J. (2011).  ‘Rethinking Educational Practice Through Reflexive Inquiry: An Introduction’,  in N.Mockler and J. Sachs (Eds). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater Smith. Dordrecht: Springer.

  12. Mockler, N. (2011, in press). ‘Being Me - In Pursuit of Authenticity’, in J.Higgs, A.Titchen, D.Horsfall and D.Bridges (Eds), Creative Spaces for Qualitative Researching: Living Research. Rotterdam: Sense.

  13. Elliott, G. & Mockler, N.  (2011, in press).  ‘Practitioner Inquiry for Whole-school Change: Possibilities and Pitfalls’.  In R.Balogh (Ed.), Collaborative Action Research Bulletin. Nottingham: CARN/The University of Nottingham.

  14. Mockler, N. & Groundwater-Smith, S. (2011).  ‘Weaving the Web of Professional Practice: The Coalition of Knowledge-Building Schools’, in R. Lingard, P. Thomson and T. Wright (Eds.), Changing Schools: Making a World of Difference.  Abingdon: Routledge.

  15. Groundwater-Smith, S. & Mockler, N. (2010).  ‘Professional Learning Side by Side’, in A. Campbell and S. Groundwater-Smith (Eds.), Connecting Inquiry and Professional Learning in Education: Joining the Dots.  Abingdon: Routledge.

  16. Groundwater-Smith, S. & Mockler, N. (2008).  ‘Ethics in Practitioner Research: An Issue of Quality’, in J. Furlong & A. Oancea (Eds.), Assessing Quality in Applied and Practice-Based Research in Education.  Abingdon: Routledge.

  17. Mockler, N. (2007). ‘Ethics in Practitioner Research: Dilemmas from the Field’, in A. Campbell & S. Groundwater-Smith (Eds.) An Ethical Approach to Practitioner Research.  Abingdon: Routledge.

  18. Mockler, N. (2002) ‘Making Teacher Learning Count’ in Kroath, F. & Trafford, V. A Conference Tells its Story Chelmsford: Early Brave Publications


Journal Articles

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

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

  3. 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).

  4. Mockler, N. & Groundwater-Smith, S. (2015, iFirst). From Data Source to Co-Researchers? Tracing the Shift from ‘Student Voice’ to Student-Teacher Partnerships in Educational Action Research. Educational Action Research.

  5. Mockler, N. & Groundwater-Smith, S. (2015). ‘Seeking for the Unwelcome Truths: Beyond Celebration in Inquiry-based Teacher Professional Learning’. Teachers and Teaching: Theory and Practice. 21(5), pp.603-614.

  6. 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.

  7. Mockler, N. (2014). ‘When ‘research ethics’ become ‘everyday ethics’: The intersection of research and practice in practitioner research’. Educational Action Research. 22(2), pp.146-158.

  8. 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. 

  9. 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.

  10. 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.

  11. 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.

  12. Mitchell, J., Hunter, J. & Mockler, N. (2010) ‘Connecting Classrooms in Rural Communities Through Interactive Whiteboards’. Australasian Journal of Educational Technology, 26 (4), pp.464-476.

  13. Groundwater-Smith, S. & Mockler, N. (2007) ‘Ethics in Practitioner Research: An Issue of Quality’.  Research Papers in Education, 22 (9) pp.199-211.

  14. Groundwater-Smith, S. & Mockler, N. (2006) ‘Research that Counts: Practitioner Research and the Academy’,  Review of Australian Research in Education, Volume 6, November 2006.

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

  16. Groundwater-Smith, S. & Mockler, N. (2002) ‘The Knowledge Building School:  From the Inside Out, From the Outside In’ Change: Transformations in Education 5(2) pp. 15-24


Conference Papers

  1. Mockler, N. (2016). Keynote presentation: Curriculum Integration in Australia: what could it look like? What would it take? Australian Curriculum Studies Association National Symposium, Sydney, September.

  2. Mockler, N., Mayes, E. & Low, R. (2016). Belonging and Critical Engagement: Principal Perspectives. Australian Association for Research in Education Annual Conference, Melbourne, November.

  3. Thomas, M. & Mockler, N. (2016). ‘Theorising Alternative Licensure Identity: Conflated roles as Teach for America corps members, school teachers and (post-)graduate students. Australian Association for Research in Education Annual Conference, Melbourne, November.

  4. Groundwater-Smith, S. & Mockler, N. (2016). Teacher Education in Australia: Whose Knowledge Interests Get Served? Australian Association for Research in Education Annual Conference, Melbourne, November.

  5. Thompson, G. & Mockler, N. (2015). ‘Speaking the Datafied Self: Datafication, Discourses and School Leadership. Australian Association for Research in Education Annual Conference, Fremantle, December.

  6. Casey, A. & Mockler, N. (2015). ‘What Would Stenhouse Do? Lessons from the work of Lawrence Stenhouse for contemporary education reform’. British Educational Research Association Annual Conference, Belfast, September.

  7. Mockler, N. (2014). Teachers and The Australian Curriculum: A Preliminary Exploration of the Spaces ‘Between Hope and Happening’. Australian Association for Research in Education Annual Conference, Brisbane, December.

  8. Mockler, N. (2014). Market Research in the Enterprise University?  Exploring Student Voice in Australian Higher Education.  Australian Association for Research in Education Annual Conference, Brisbane, December.

  9. Mockler, N. (2013). Panic Stations: The Crisis of Teacher Quality in an Era of Standards and Accountability. Australian Association for Research in Education Annual Conference, Adelaide, November.

  10. Mockler, N. & Groundwater-Smith, S. (2013). What Counts in the Middle Years?  British Educational Research Association Annual Conference, Brighton, September.

  11. Groundwater-Smith, S. & Mockler, N. (2013). Participative Research with Children and Young People in Schools: Adumbration or Full Voice?  European Council for Educational Research Conference, Istanbul, September.

  12. Mockler, N. (2013). Panic Stations: The crisis of teacher quality in an era of standards and accountability.  Australian Association for Research in Education Annual Conference, Adelaide, December.

  13. Mockler, N. (2013). Teachers and the Australian Curriculum: A preliminary exploration of the spaces 'between hope and happening'. Australian Association for Research in Education Annual Conference, Adelaide, December.

  14. Groundwater-Smith, S. & Mockler, N. (2012).  'A long road to hoe: The impacts of the 'New School Leaving Age' on young people in NSW'. Australian Association for Research in Education annual conference, Sydney, December.

  15. Groundwater-Smith, S. & Mockler, N. (2012). ‘Increasing the school leaving age: A challenge for educational policy and practice in Australia. European Council for Educational Research Conference, University of Cadiz, Spain, September.

  16. Mockler, N. (2011). ‘Teacher Professional Learning as a ‘Wicked Problem’. Paper presented to the Australian Association for Research in Education annual conference, Hobart, November.

  17. Mockler, N. (2011). ‘When ‘research ethics’ become ‘everyday ethics’: The intersection of inquiry and practice in practitioner research’. Invited paper presented to the American Educational Research Association Annual Meeting as part of the Australian Association for Research in Education Official Symposium ‘Ethical issues in the conduct of education research’. New Orleans, April 2011.

  18. Mockler, N. (2011). ‘The Slippery Slope to Efficiency? An Australian Perspective on School/University Partnerships for Teacher Professional Learning’. Paper presented to the American Educational Research Association Annual Meeting as part of the Australian Association for Research in Education Symposium ‘Ethical issues in the conduct of education research’. New Orleans, April 2011.

  19. Mockler, N. (2011). ‘Back to the Future: Progressive Education in Challenging Times’. Paper presented to the Middle Years of Schooling Association Conference, Gold Coast, May 2011.

  20. Groundwater-Smith, S. & Mockler, N. (2010).  ‘Speaking of Quality and Research that Counts: Making an Impact on Practice’.  Keynote Address presented to the CARN Study Day: Quality in Practitioner Research, University of Newcastle, July 2010.

  21. Mitchell, J., Hunter, J., Mockler, N., Paige, I. (2009).  ‘e2 – new media, new pedagogy, new knowledge: Partnerships in school-based research for student learning and professional learning’.  Paper presented to the Australian Association for Research in Education Conference, Canberra, November-December.

  22. Mockler, N., & Groundwater-Smith, S. (2009). ‘Seeking for the unwelcome truths: Action learning beyond celebration’. Paper presented at the Pedagogy in Practice Conference, Newcastle, July.

  23. Mockler, N. & Elliott, G.  (2008).  ‘Practitioner Inquiry for Whole-school Change: Possibilities and Pitfalls’.  Paper presented to the Collaborative Action Research Network Annual Conference, Liverpool Hope University, November 2008.

  24. Mockler, N. & Groundwater-Smith, S. (2007). ‘From Lesson Study to Learning Study: Side by Side Professional Learning’ Paper presented to the 2nd International Invitational Colloquium on Practitioner Research, Leeds Metropolitan University, October.

  25. Mockler, N. & Sachs, J. (2006) ‘More than ‘Identity’: Tools for the Teaching Profession in Troubled Times’.  Paper presented to the Australian Association of Research in Education Annual Conference, December 2006.

  26. Mockler, N. (2005) ‘Ethics in Practitioner Research: Dilemmas from the Field’, Paper presented to the Invitational International Colloquium ‘Ethics in Practitioner Research: An International Conversation’, Liverpool UK, October

  27. Mockler, N., Schutz, H. & Vecchiet, S. (2005) ‘Practitioner Inquiry for Professional Learning: Possibilities, Capabilities and Accountabilities’, Refereed paper presented to the 4th International Practitioner Research Conference, Utrecht, November

  28. Groundwater Smith, S. & Mockler, N. (2005) ‘Practitioner Research: Beyond Celebration’, Refereed paper presented to the AARE Focus Conference, James Cook University, Cairns, July

  29. Mockler, N. (2004) ‘Architects, Travel Agents and Bus Drivers: Images of Teacher Professional Identity’  Paper presented to the AARE Annual Conference, Melbourne, November

  30. Mockler, N. (2004) ‘Transforming Teachers:  New Professional Learning and Transformative Teacher Professionalism’  Paper presented to the AARE Annual Conference, Melbourne, November

  31. Groundwater-Smith, S. & Mockler, N. (2003) ‘Holding a Mirror to Professional Learning’ Paper presented to the NZARE-AARE Annual Conference, Auckland, November

  32. Mockler, N. & Englebrecht, K. (2003) ‘Beyond the Bandaged Bear:  Pedagogy, Identity and Teacher Development in Educating for Social Justice’ Paper presented to the ACSA Biennial Conference, Adelaide, September

  33. Mockler, N. (2003) ‘Improvement through Inquiry:  Evidence-based Practice and School Improvement’ Paper presented to the International Congress on School Effectiveness and Improvement:  Sydney Convention Centre, January

  34. Mockler, N. & Sachs, J.  (2002) ‘A Crisis of Identity?  Teacher Professional Identity and the Role of Evidence-based Practice’ Paper presented to the AARE Annual Conference, University of Queensland, December

  35. Mockler, N. & Sachs, J.  (2002) ‘Building Knowledge, Building Professionalism:The Coalition of Knowledge Building Schools and Teacher Professionalism’ Paper presented to the AARE Annual Conference, University of Queensland, December

  36. Mockler, N. (2002) ‘Challenging Practice Through Practitioner Inquiry’, paper presented as part of the symposium Challenging Evidence in Evidence Based Practice:  Where are we with Practitioner Research in Education? to the BERA Annual Conference, University of Exeter, September

Where possible, Author’s Original Manuscript versions of all my published work is available on my researchgate.net page.