Publications for Nicole Mockler

2021 Historical Thinking for History Teachers: A new approach to Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). 'The engaging students and developing historical consciousness, (pp. village and the world': Research with, for and by teachers in an 323-336). Sydney: Allen and Unwin. [More href="http://dx.doi.org/10.1080/10476210.2020.1868141">[Mor Information] e Information] Mockler, N. (2019). Shifting the Frame: Representations of Mockler, N., Stacey, M. (2021). Evidence of teaching practice Early Career Teachers in the Australian Print Media. In Anna in an age of accountability: when what can be counted isn�t Sullivan, Bruce Johnson, Michele Simons (Eds.), Attracting and all that counts. Oxford Review of Education, 47(2), 170-188. [Mor 82). Singapore: Springer. href="http://dx.doi.org/10.1007/978-981-13-8621-3_4">[More Information] Mockler, N., Hogan, A., Lingard, B., Rahimi, M., Thompson, G. (2021). Explaining publicness: A typology for understanding Groundwater-Smith, S., Mockler, N. (2019). Student voice the provision of schooling in contemporary times. In A. Hogan work as educative practice. In I. Berson, M. Berson & C. Gray & G. Thompson (Eds.), Privatisation and commercialisation in (Eds.), Participatory methodologies to elevate children's voice public education: and agency, (pp. 25-46). Charlotte: Information Age Publishing. How the public nature of schooling is changing, (pp. 198-211). Mockler, N. (2019). Televising the Revolution? Abingdon, Oxon: Routledge. [More Traditional and Social Media. In A. Baroutsis, S. Riddle, P. Information] Thomson (Eds.), Education Research and the Media: Wang, B., Ginns, P., Mockler, N. (2021). Sequencing tracing Challenges and Possibilities, (pp. 47-65). Abingdon: with imagination. Educational Psychology Review, Online first. Routledge. [More Information] 6">[More Information] 2018 Mayer, D., Goodwin, A., Mockler, N. (2021). Teacher education policy: Future research, teaching in contexts of super- Thomas, M., Mockler, N. (2018). Alternative routes to Teacher diversity and early career teaching. In Diane Mayer (Eds.), Professional Identity: Exploring the Conflated Sub-identities of Teacher education policy and research, (pp. 209-223). Teach for America Corps Members. Education Policy Analysis Singapore: Springer. [More Information] href="http://dx.doi.org/10.14507/epaa.26.3015">[More Information] Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). Teachers' orientations to educational research and data in Beveridge, L., Mockler, N., Gore, J. (2018). An Australian view England and Australia: Implications for teacher of the academic partner role in schools. Educational Action professionalism. Teaching Education, 32(1), 77-98. [Mor href="http://dx.doi.org/10.1080/09650792.2017.1290538">[Mor e Information] e Information] 2020 Mockler, N. (2018). Curriculum. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 333-360). Hogan, A., Thompson, G., Mockler, N., Johnson, R. (2020). Melbourne: Oxford University Press. Anxiety state: Fears for the erosion of comprehensive schooling Mockler, N. (2018). Curriculum integration in the 21st century: in Northern England and Alberta. Compare: A Journal of Some reflections in the light of the Australian Curriculum. In Comparative and International Education, Online first. [Mor Promises, problems and possibilities, (pp. 229-240). Deakin e Information] West, ACT: Australian Curriculum Studies Association. Mockler, N. (2020). Discourses of teacher quality in the Mockler, N. (2018). Curriculum integration in the twenty-first Australian print media 2014-2017: a corpus-assisted analysis. century: some reflections in the light of the Australian Discourse: Studies in the Cultural Politics of Education, 41(6), curriculum. Curriculum Perspectives, 38(2), 129-136. [More href="http://dx.doi.org/10.1080/01596306.2018.1553849">[Mor Information] e Information] Mockler, N. (2018). Early career teachers in Australia: A Mockler, N. (2020). Ten years of print media: Coverage of critical policy historiography. Journal of Education Policy, NAPLAN A corpus-assisted assessment. Australian Review of 33(2), 262-278. [Mor href="http://dx.doi.org/10.1075/aral.19047.moc">[More e Information] Information] Welch, A., Connell, R., Mockler, N., Sriprakash, A., Proctor, 2019 H., Hayes, D., Foley, D., Vickers, M., Bagnall, N., Burns, K., Low, R., Groundwater-Smith, S. (2018). Education, Change Mockler, N. (2019). Navigating professional identity as a and Society: Fourth Edition. Melbourne: Oxford University teacher of history. In T. Allender, A. Clark, R. Parkes (Eds.), Press. Mockler, N., Casey, A. (2015). (In)sights from 40 years of Groundwater-Smith, S., Mockler, N. (2018). Practitioner practitioner action research in education: Perspectives from the research in the company of others: Resistance in the face of US, UK and Australia. In Linda Newman, Christine Woodrow normalising practice. In C. Edwards-Groves, P. Grootenboer, J. (Eds.), Practitioner Research in Early Childhood: International Wilkinson (Eds.), Education in an era of schooling, (pp. 107- Issues and Perspectives, (pp. 122-138). London, UK: Sage 120). Singapore: Springer. [More Information] Groundwater-Smith, S., Mockler, N. (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne, Mockler, N., Groundwater-Smith, S. (2018). Questioning the Australia: Cambridge University Press. language of improvement and reform in education: Reclaiming meaning. Abingdon: Routledge. [More teaching and learning in the middle years. In Susan Information] Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 3-14). Groundwater-Smith, S., Mockler, N. (2018). Researching Melbourne, Australia: Cambridge University Press. education. In A. Welch (Eds.), Education, Change and Society: Fourth Edition, (pp. 407-440). Melbourne: Oxford University Mockler, N., Groundwater-Smith, S. (2015). Engaging with Press. Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship. Cham, Switzerland: Springer. Mockler, N., Connell, R. (2018). Teachers. In A. Welch (Eds.), [More Education, Change and Society: Fourth Edition, (pp. 361-387). Information] Melbourne: Oxford University Press. Mockler, N. (2015). From surveillance to formation? A 2017 generative approach to teacher 'performance and development' in Australian schools. Australian Journal of Teacher Education, Mockler, N. (2017). Classroom ready teachers? Some 40(9), 117-131. [More compliance. Teacher Education & Practice, 30(2), 335-338. Information] Mockler, N., Groundwater-Smith, S. (2017). Teacher research: Holmes, K., Mockler, N. (2015). Ongoing professional A knowledge-producing profession? In P. Grootenboer, C. learning. In Michael Henderson, Geoff Romeo (Eds.), Edwards-Groves & S. Choy (Eds.), Practice theory Teaching and Digital Technologies: Big issues and critical perspectives on pedagogy and education: questions, (pp. 332-345). Melbourne: Cambridge University Praxis, diversity and contestation, (pp. 215-230). Singapore: Press. Springer. [More Information] Groundwater-Smith, S., Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding Groundwater-Smith, S., Mockler, N. (2017). The study of difference and diversity. In A. Macfarlane, S. Macfarlane and education in Australia: Shifting knowledge interests. In George M. Webber (Eds.), Sociocultural realities: Exploring new Whitty, John Furlong (Eds.), Knowledge and the study of horizons, (pp. 117-134). Christchurch: Canterbury University education: An international exploration, (pp. 123-143). Oxford: Press. Symposium Books. Mockler, N., Groundwater-Smith, S. (2015). Seeking for the 2016 unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and Teaching: theory and Groundwater-Smith, S., Mockler, N. (2016). From data source practice, 21(5), 603-614. [More student-teacher partnerships in Educational Action Research. Information] Educational Action Research, 24(2), 159-176. [Mor Mockler, N. (2015). The middle years as a site for reform: From e Information] local to global. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the Mockler, N. (2016). NAPLAN and the problem frame: middle years, (pp. 253-267). Melbourne, Australia: Cambridge Exploring representations of NAPLAN in the print media, 2010 University Press. and 2013. In B. Lingard, G. Thompson & S. Sellar (Eds.), National testing in schools: An Australian assessment, (pp. 181- Groundwater-Smith, S., Mockler, N. (2015). Why Global 198). Abingdon: Routledge. [More Helen Proctor, Patrick Brownlee, Peter Freebody (Eds.), Information] Controversies in Education: Orthodoxy and Heresy in Policy and Practice, (pp. 139-148). Cham: Springer. [More and the language of improvement: Inquiry-based approaches to Information] authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. [More Information] Mockler, N. (2014). Simple solutions to complex problems: Moral panic and the fluid shift from 'equity' to 'quality' in Thompson, G., Mockler, N. (2016). Principals of audit: Testing, education. Review of Education, 2(2), 115-143. [More Administration and History, 48(1), 1-18. href="http://dx.doi.org/10.1080/00220620.2015.1040376">[Mor e Information] Mockler, N. (2014). Student voice: Market research in the 'enterprise university'? Australian Association for Research in 2015 Education (AARE) Annual Conference, 2014, Brisbane. Groundwater-Smith, S., Mockler, N. (2012). Increasing the Mockler, N. (2014). Teachers and the Australian curriculum: A school leaving age: A challenge for educational policy and preliminary exploration of the spaces practice in Australia. European Council for Educational 'between hope and happening'. Australian Association for Research Conference, 2012, University of Cadiz, Spain. Research in Education (AARE) Annual Conference, 2014, Sachs, J., Mockler, N. (2012). Performance cultures of Brisbane. teaching: Threat or opportunity? In Christopher Day (Eds.), Mockler, N. (2014). When 'research ethics' become 'everyday The Routledge International Handbook of Teacher and School ethics': The intersection of inquiry and practice in practitioner Development, (pp. 33-43). London: Routledge. [More href="http://dx.doi.org/10.1080/09650792.2013.856771">[More Information] Information] Groundwater-Smith, S., Mockler, N. (2012). Sustaining 2013 professional learning networks: The Australasian challenge. In Christopher Day (Eds.), The Routledge International Handbook Mockler, N., Talbot, D. (2013). Australian Curriculum, of Teacher and School Development, (pp. 506-515). London: Classroom Approaches: English. Melbourne: Palgrave Routledge. [More Information] Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Mockler, N., Groundwater-Smith, S. (2012). Weaving the web Macmillan. of professional practice: Australia. In Wrigley T, Thomson P, Lingard B (Eds.), Changing schools: alternative ways to make a Talbot, D., Mockler, N. (2013). Australian Curriculum, world of difference, (pp. 152-166). Abingdon, UK: Routledge Classroom Approaches: Mathematics. Melbourne: Palgrave imprint of Taylor & Francis. Macmillan. Talbot, D., Mockler, N. (2013). Australian Curriculum, 2011 Classroom Approaches: Science. Melbourne: Palgrave Mockler, N. (2011). Back to the future: Progressive education Macmillan. in challenging times. Middle Years of Schooling Association Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., Conference, 2011, Gold Coast. Ronnerman, K. (2013). Facilitating Practitioner Research: Mockler, N. (2011). Becoming and 'being' a teacher: Developing Transformational Partnerships. UK: Routledge. [More Sachs, J (Eds.), Rethinking educational practice through Information] reflexive inquiry: essays in honour of Susan Groundwater- Mockler, N. (2013). Panic stations: The crisis of teacher quality Smith, (pp. 123-138). Dordrecht: Springer Science+Business in an era of standards and accountability. Australian Media. [More Information] Conference, 2013, Adelaide. Mockler, N. (2011). Being me: In pursuit of authenticity. In Groundwater-Smith, S., Mockler, N. (2013). Participative Higgs J, Titchen A, Horsfall D, Bridges D (Eds.), Creative research with children and young people in schools: Spaces for Qualitative Researching: Living Research, (pp. 159- Adumbration or full voice? European Council for Educational 168). Rotterdam: Sense Publishers. [More Information] Mockler, N. (2013). Reporting the 'education revolution': MySchool.edu.au in the print media. Discourse: Studies in the Mockler, N. (2011). Beyond "what works": Understanding Cultural Politics of Education, 34(1), 1-16. [More Teaching: theory and practice, 17(5), 517-528. href="http://dx.doi.org/10.1080/13540602.2011.602059">[More Information] Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Mockler, N., Sachs, J. (2011). Rethinking educational practice Journal of Teacher Education, 38(10), 35-47. [More Sachs, J (Eds.), Rethinking educational practice through Information] reflexive inquiry: essays in honour of Susan Groundwater- Smith, (pp. 1-8). Dordrecht: Springer Science+Business Media. Mockler, N. (2013). The slippery slope to efficiency? An [More Information] teacher professional learning. Cambridge Journal of Education, 43(3), 273-289. [Mor through reflexive inquiry: essays in honour of Susan e Information] Groundwater-Smith. Dordrecht: Springer Science+Business Media. [More Information] middle years? British Educational Research Association Annual Conference, 2013, Brighton, UK. Mockler, N. (2011). Teacher professional learning as a 'wicked problem'. Australia Association for Research in Education 2012 (AARE) Annual Conference, 2011, HObart. Groundwater-Smith, S., Mockler, N. (2012). A long road to Mockler, N. (2011). The slippery slope to efficiency? An hoe: The impacts of the 'New School Leaving Age' on young Australian perspective on school/university people in NSW. Australian Association for Research in partnerships for professional learning (Teacher professionalism: Education (AARE) Annual Conference, 2012, Sydney. The place and purpose of school/ university partnerships, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans. from the field. In Anne Campbell and Susan Groundwater- Smith (Eds.), An Ethical Approach to Practitioner Research: Mockler, N. (2011). When research ethics become ‘everyday Dealing with Issues and Dilemmas in Action Research, (pp. 88- ethics’: The intersection of inquiry and 98). New York: Routledge imprint of Taylor & Francis. practice in practitioner research (Ethical issues in the conduct of education research, Symposium). American Mockler, N., Groundwater-Smith, S. (2007). From lesson study Educational Research Association 2011 Annual Meeting, New to learning study: Side by side professional learning. 2nd Orleans. International Invitational Colloquium on Practitioner Research, Leeds Metropolitan University. 2010 Groundwater-Smith, S., Mitchell, J., Mockler, N. (2007). Mitchell, J., Hunter, J., Mockler, N. (2010). Connecting Learning in the Middle Years: More than a Transition. classrooms in rural communities through interactive Melbourne: Thomson (Learning Australia). whiteboards. Australasian Journal of Educational Technology, 26(4), 464-476. 2006 Groundwater-Smith, S., Mockler, N. (2010). From lesson study Mockler, N. (2006). Local research, global community: Action to learning study: side-by-side professional learning in the research for a new century. Manchester: CARN. classroom. In Campbell A, Groundwater-Smith S (Eds.), Mockler, N., Sachs, J. (2006). Reclaiming 'professional Connecting Inquiry and Professional Learning in Education. identity': Beyond the search for Mr Chips. AARE International International perspectives and practical solutions, (pp. 166- Education Research Conference 2006, Australia: Australian 178). London & New York: Routledge imprint of Taylor & Association for Research in Education (AARE). Francis. Groundwater-Smith, S., Mockler, N. (2006). Research that Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., counts: practitioner research and the academy. Australian Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. Educational Researcher, RARE 6, 105-117. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More from the field. Invitational International Colloquium ‘Ethics in Information] Practitioner Research: An International Conversation, Liverpool, UK. Groundwater-Smith, S., Mockler, N. (2010). Speaking of quality and research that counts. Collaborative Action Research Mockler, N., Schutz, H., Vecchiet, S. (2005). Practitioner Network (CARN) Study Day, University of Newcastle. inquiry for professional learning: Possibilities, capabilities and accountabilities. 4th International Practitioner Research 2009 Conference, Utrecht, The Netherlands. Mitchell, J., Hunter, J., Mockler, N., Paige, I. (2009). e2 – New Groundwater-Smith, S., Mockler, N. (2005). Practitioner media, new pedagogy, new knowledge: Research in Education: Beyond Celebration. 2005 AARE Focus Partnerships in school-based research for student learning and Conference. Quality in Educational Research: Directions in professional learning. Australian Association for Research in Policy and Practice, Cairns, Queensland, Australia: Australian Education (AARE) Conference 2009, Canberra. Association for Research in Education (AARE). Mockler, N., Groundwater-Smith, S. (2009). Seeking for the Mockler, N. (2005). Trans/forming teachers: New professional unwelcome truths: Action learning beyond celebration. learning and transformative teacher professionalism. Journal of Pedagogy in Practice Conference, Newcastle. In-Service Education, 31(4), 733-746. [More Groundwater-Smith, S., Mockler, N. (2009). Teacher Information] Professional Learning in an Age of Compliance: Mind the Gap. not specified: Springer. [More Information] 2004 Mockler, N. (2004). Architects, travel agents and bus drivers: 2008 Images of teacher professional identity. Australian Association for Research in Education (AARE) Annual Conference, 2004, Groundwater-Smith, S., Mockler, N. (2008). Ethics in Melbourne. practitioner research: an issue of quality. In John Furlong, Alis Oancea (Eds.), Assessing Quality in Applied and Practice- Based Research in Education: Continuing the Debate, (pp. 79- 2003 91). Abingdon, Oxon: Routledge imprint of Taylor & Francis. Mockler, N., Englebrecht, K. (2003). Beyond the bandaged [More bear: Pedagogy, identity and teacher development in educating Information] for social justice. ACSA Biennial Conference, 2003, Adelaide. Mockler, N., Elliott, G. (2008). Practitioner inquiry for whole- Groundwater-Smith, S., Mockler, N. (2003). Holding a mirror school change: Possibilities and pitfalls. Collaborative Action to professional learning. Joint Conference of the New Zealand Research Network (CARN) Annual Conference 2008, Association for Research in Education and the Australian Liverpool, UK. Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education 2007 (AARE). Groundwater-Smith, S., Mockler, N. (2007). Ethics in Mockler, N. (2003). Improvement through inquiry: Evidence- practitioner research: an issue of quality. Research Papers in based practice and school improvement. International Congress Education, 22(2), 199-211. on School Effectiveness and Improvement, 2003, Sydney Convention Centre. Mockler, N. (2007). Ethics in practitioner research: dilemmas Groundwater-Smith, S., Mockler, N. (2003). Learning to listen: Listening to learn. Sydney: University of Sydney. 2002 Mockler, N., Sachs, J. (2002). A crisis of identity? Teacher professional identity and the role of evidence-based practice. Australian Association for Research in Education Annual Conference: AARE 2002, Australia: Australian Association for Research in Education (AARE). Mockler, N. (2002). Challenging practice through practitioner inquiry ('Challenging evidence in evidence based practice: Where are we with practitioner research in Education?', Symposium). British Educational Research Association Annual Conference, 2002, University of Exeter. Mockler, N. (2002). Making teacher learning count. In F. Kroath & V. Trafford (Eds.), A conference tells its story. Chelmsford: Earlybrave Publications Ltd. Groundwater-Smith, S., Mockler, N. (2002). The knowledge building school: From the outside in, from the inside out. Change: Transformations in Education, 5(2), 15-24.