Dr Nicole Mockler

BEd(Hons) (Sydney), MA (Sydney), PhD (Sydney), GCertPTT (Newc)
Senior Lecturer in Education

A35 - Education Building
The University of Sydney

Telephone 02 9351 3793

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ResearchGate

Biographical details

Dr Nicole Mockler is a Senior Lecturer in Education, with a background in secondary school teaching and teacher professional learning. In the past she has held senior leadership roles in secondary schools, and after completing her PhD in Education at the University of Sydney in 2008, she was a Senior Lecturer in the School of Education at the University of Newcastle until early 2015. Nicole's research interests are in education policy and politics, professional learning and curriculum and pedagogy, and she also continues to work with teachers and schools in these areas.

Nicole has co-authored and edited 12 books, including Student Voice: Beyond Legitimation and Guardianship (Springer, 2015), Teacher Professional Learning in an Age of Compliance: Mind the Gap (Springer, 2009), the Australian Curriculum: Classroom Approaches series (Palgrave Macmillan, 2014),Facilitating Practitioner Research: Developing Transformational Partnerships (Routledge, 2013), andRethinking Educational Practice Through Reflexive Inquiry (Springer, 2011).

Nicole is currently the Editor in Chief of The Australian Educational Researcher, and a member of the International Advisory Board of the British Educational Research Journal. Shewas the Communications Co-ordinator for the Australian Association for Research in Education from 2011 until 2016, and until December 2016 was Associate Editor for both Critical Studies in Education and Teaching and Teacher Education.

Research interests

Teacher professional identity; Teacher professional learning; Education policy; Politics of education

Current research students

Project title Research student
Disciplinarity, pedagogy and practice: a case study of classroom history teaching Claire GOLLEDGE
Toward a theory of Pedagogical Change: the role of leadership and teacher professional learning Christine GRICE
Rationality & Power in Australian Education Pat NORMAN

Current projects

The Commercial Provision of Schooling and its Implications for Australia (ARC Discovery Project 2017-2019)Professor Bob Lingard (UQ); Associate Professor Greg Thompson (QUT); Associate Professor Kalervo Gulson (UNSW); Dr Nicole Mockler (USyd); Dr Anna Hogan (UQ); Professor Stephen Ball (UCL IOE)

Associations

Editor in Chief, The Australian Educational Researcher

Member, International Advisory Board, British Educational Research Journal

In the media

Teachers and Professional Judgement (January 2017)
The Project: Older Australians Returning to Study (November 2016)
The Morning Show: Education in Australia (August 2016)
What's a Good Education System Worth? (June 2016)
Education in the Election (June 2016)
Three Issues with the Minister's Intervention (August 2015)
More Measuring, Few Solutions for Teacher Education (February 2015)
The Australian Curriculum Review (November 2014)
Curriculum Review Set to Limit Future for Young Australians (September 2014)
Manufactured Panic Around Teacher Quality Obscures the Bigger Issue (June 2014)
Effects of NAPLAN (September 2013)
A Letter to Mr Pyne (March 2013)
Building a Profession: Performance Reviews Not Just About 'Bad Teachers' (August 2012)
The Smell of NAPLAN in the Morning (May 2011)
'Superman' Brings More Inconvenient Truths (May 2011)

Selected grants

2017

  • The Commercial Provision of Schooling and its Implications for Australia; Lingard R, Thompson G, Gulson K, Mockler N, Hogan A; Australian Research Council (ARC)/Discovery Projects (DP).

2013

  • Quality Teaching Rounds for Teacher Professional Learning; Mockler N, Gore J, Bowe J, Lubans D, Smith M; NSW Department of Education and Communities/Research Support.
  • Teachers and the Australian Curriculum; Mockler N; University of Newcastle/Early Career Researcher.

2012

  • Smarter Schools Project; Mockler N, Gore J; Holy Family Primary School Emerton/Research Support.
  • Investigating Quality Teaching Rounds to Support Teacher Professional Learning; Mockler N, Gore J, Bowe J, Smith M; ACT Department of Education and Training/Research Support.

2010

  • Local Schools Working Together Evaluation; Mockler N; Hunter Wetlands Environmental Education Centre/Research Support.

2009

  • Evaluation of the Schools Climate Change Initiative; Mockler N, Ladwig J; Department of Education (NSW)/Research Support.
  • Development of a book proposal on facilitated practitioner inquiry; Mockler N; University of Newcastle/New Staff Grant.

Selected publications

Download citations: PDF RTF Endnote

Books

  • Mockler, N., Groundwater-Smith, S. (2015). Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship. Cham, Switzerland: Springer. [More Information]
  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: English. Melbourne: Palgrave Macmillan.
  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Mathematics. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Science. Melbourne: Palgrave Macmillan.
  • Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., Ronnerman, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. UK: Routledge.
  • Groundwater-Smith, S., Mockler, N. (2009). Teacher Professional Learning in an Age of Compliance: Mind the Gap. not specified: Springer.
  • Groundwater-Smith, S., Mitchell, J., Mockler, N. (2007). Learning in the Middle Years: More than a Transition. Melbourne: Thomson (Learning Australia).
  • Groundwater-Smith, S., Mockler, N. (2003). Learning to listen: Listening to learn. Sydney: University of Sydney.

Edited Books

  • Groundwater-Smith, S., Mockler, N. (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne, Australia: Cambridge University Press.
  • Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith. Dordrecht: Springer Science+Business Media.
  • Mockler, N. (2006). Local research, global community: Action research for a new century. Manchester: CARN.

Book Chapters

  • Groundwater-Smith, S., Mockler, N. (2017). The study of education in Australia: Shifting knowledge interests. In G. Whitty & J. Furlong (Eds.), Knowledge and the study of education: An international exploration, (pp. 123-144). Oxford: Symposium Books.
  • Mockler, N. (2016). NAPLAN and the problem frame: Exploring representations of NAPLAN in the print media, 2010 and 2013. In B. Lingard, G. Thompson & S. Sellar (Eds.), National testing in schools: An Australian assessment, (pp. 181-198). Abingdon: Routledge. [More Information]
  • Mockler, N., Casey, A. (2015). (In)sights from 40 years of practitioner action research in education: Perspectives from the US, UK and Australia. In Linda Newman, Christine Woodrow (Eds.), Practitioner Research in Early Childhood: International Issues and Perspectives, (pp. 122-138). London, UK: Sage Publications.
  • Groundwater-Smith, S., Mockler, N. (2015). Challenges for teaching and learning in the middle years. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 3-14). Melbourne, Australia: Cambridge University Press.
  • Holmes, K., Mockler, N. (2015). Ongoing professional learning. In Michael Henderson, Geoff Romeo (Eds.), Teaching and Digital Technologies: Big issues and critical questions, (pp. 332-345). Melbourne: Cambridge University Press.
  • Groundwater-Smith, S., Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity. In A. Macfarlane, S. Macfarlane and M. Webber (Eds.), Sociocultural realities: Exploring new horizons, (pp. 117-134). Christchurch: Canterbury University Press.
  • Mockler, N. (2015). The middle years as a site for reform: From local to global. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 253-267). Melbourne, Australia: Cambridge University Press.
  • Groundwater-Smith, S., Mockler, N. (2015). Why Global Policies Fail Disengaged Young People at the Local Level. In Helen Proctor, Patrick Brownlee, Peter Freebody (Eds.), Controversies in Education: Orthodoxy and Heresy in Policy and Practice, (pp. 139-148). Cham: Springer.
  • Sachs, J., Mockler, N. (2012). Performance cultures of teaching: Threat or opportunity? In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 33-43). London: Routledge.
  • Groundwater-Smith, S., Mockler, N. (2012). Sustaining professional learning networks: The Australasian challenge. In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 506-515). London: Routledge.
  • Mockler, N., Groundwater-Smith, S. (2012). Weaving the web of professional practice: Australia. In Wrigley T, Thomson P, Lingard B (Eds.), Changing schools: alternative ways to make a world of difference, (pp. 152-166). Abingdon, UK: Routledge imprint of Taylor & Francis.
  • Mockler, N. (2011). Becoming and 'being' a teacher: Understanding teacher professional identity. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 123-138). Dordrecht: Springer Science+Business Media.
  • Mockler, N. (2011). Being me: In pursuit of authenticity. In Higgs J, Titchen A, Horsfall D, Bridges D (Eds.), Creative Spaces for Qualitative Researching: Living Research, (pp. 159-168). Rotterdam: Sense Publishers.
  • Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: An introduction. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 1-8). Dordrecht: Springer Science+Business Media.
  • Groundwater-Smith, S., Mockler, N. (2010). From lesson study to learning study: side-by-side professional learning in the classroom. In Campbell A, Groundwater-Smith S (Eds.), Connecting Inquiry and Professional Learning in Education. International perspectives and practical solutions, (pp. 166-178). London & New York: Routledge imprint of Taylor & Francis.
  • Groundwater-Smith, S., Mockler, N. (2008). Ethics in 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. 79-91). Abingdon, Oxon: Routledge imprint of Taylor & Francis.
  • Mockler, N. (2007). Ethics in practitioner research: dilemmas from the field. In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research, (pp. 88-98). New York: Routledge imprint of Taylor & Francis.
  • Mockler, N. (2002). Making teacher learning count. In F. Kroath & V. Trafford (Eds.), A conference tells its story. Chelmsford: Earlybrave Publications Ltd.

Journals

  • Beveridge, L., Mockler, N., Gore, J. (2017). An Australian view of the academic partner role in schools. Educational Action Research, Online first. [More Information]
  • Mockler, N. (2017). Early career teachers in Australia: A critical policy historiography. Journal of Education Policy, Online first. [More Information]
  • Groundwater-Smith, S., Mockler, N. (2016). From data source to co-researchers? Tracing the shift from 'student voice' to student–teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159-176. [More Information]
  • Groundwater-Smith, S., Mitchell, J., Mockler, N. (2016). Praxis and the language of improvement: Inquiry-based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. [More Information]
  • Thompson, G., Mockler, N. (2016). Principals of audit: Testing, data and 'implicated advocacy'. Journal of Educational Administration and History, 48(1), 1-18. [More Information]
  • 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), 117-131. [More Information]
  • 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), 603-614. [More Information]
  • Mockler, N. (2014). Simple solutions to complex problems: Moral panic and the fluid shift from 'equity' to 'quality' in education. Review of Education, 2(2), 115-143. [More Information]
  • Mockler, N. (2014). When 'research ethics' become 'everyday ethics': The intersection of inquiry and practice in practitioner research. Educational Action Research, 22(2), 146-158. [More Information]
  • Mockler, N. (2013). Reporting the 'education revolution': MySchool.edu.au in the print media. Discourse: Studies in the Cultural Politics of Education, 34(1), 1-16. [More Information]
  • Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education, 38(10), 35-47. [More Information]
  • 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), 273-289. [More Information]
  • Mockler, N. (2011). Beyond "what works": Understanding teacher identity as a practical and political tool. Teachers and Teaching: theory and practice, 17(5), 517-528. [More Information]
  • Mitchell, J., Hunter, J., Mockler, N. (2010). Connecting classrooms in rural communities through interactive whiteboards. Australasian Journal of Educational Technology, 26(4), 464-476.
  • Groundwater-Smith, S., Mockler, N. (2007). Ethics in practitioner research: an issue of quality. Research Papers in Education, 22(2), 199-211.
  • Groundwater-Smith, S., Mockler, N. (2006). Research that counts: practitioner research and the academy. Australian Educational Researcher, RARE 6, 105-117. [More Information]
  • Mockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-Service Education, 31(4), 733-746. [More Information]
  • 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.

Conferences

  • Mockler, N. (2014). Student voice: Market research in the 'enterprise university'? Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
  • Mockler, N. (2014). Teachers and the Australian curriculum: A preliminary exploration of the spaces 'between hope and happening'. Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
  • Mockler, N. (2013). Panic stations: The crisis of teacher quality in an era of standards and accountability. Australian Association for Research in Education (AARE) Annual Conference, 2013, Adelaide.
  • 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, 2013, Istanbul.
  • Mockler, N., Groundwater-Smith, S. (2013). What counts in the middle years? British Educational Research Association Annual Conference, 2013, Brighton, UK.
  • 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 (AARE) Annual Conference, 2012, Sydney.
  • 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, 2012, University of Cadiz, Spain.
  • Mockler, N. (2011). Back to the future: Progressive education in challenging times. Middle Years of Schooling Association Conference, 2011, Gold Coast.
  • Mockler, N. (2011). Teacher professional learning as a 'wicked problem'. Australia Association for Research in Education (AARE) Annual Conference, 2011, HObart.
  • Mockler, N. (2011). The slippery slope to efficiency? An Australian perspective on school/university partnerships for professional learning (Teacher professionalism: The place and purpose of school/ university partnerships, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Mockler, N. (2011). When research ethics become ‘everyday ethics’: The intersection of inquiry and practice in practitioner research (Ethical issues in the conduct of education research, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Groundwater-Smith, S., Mockler, N. (2010). Speaking of quality and research that counts. Collaborative Action Research Network (CARN) Study Day, University of Newcastle.
  • 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. Australian Association for Research in Education (AARE) Conference 2009, Canberra.
  • Mockler, N., Groundwater-Smith, S. (2009). Seeking for the unwelcome truths: Action learning beyond celebration. Pedagogy in Practice Conference, Newcastle.
  • Mockler, N., Elliott, G. (2008). Practitioner inquiry for whole-school change: Possibilities and pitfalls. Collaborative Action Research Network (CARN) Annual Conference 2008, Liverpool, UK.
  • Mockler, N., Groundwater-Smith, S. (2007). From lesson study to learning study: Side by side professional learning. 2nd International Invitational Colloquium on Practitioner Research, Leeds Metropolitan University.
  • Mockler, N., Sachs, J. (2006). Reclaiming 'professional identity': Beyond the search for Mr Chips. AARE International Education Research Conference 2006, Australia: Australian Association for Research in Education (AARE).
  • Mockler, N. (2005). Ethics in practitioner research: Dilemmas from the field. Invitational International Colloquium ‘Ethics in Practitioner Research: An International Conversation, Liverpool, UK.
  • Mockler, N., Schutz, H., Vecchiet, S. (2005). Practitioner inquiry for professional learning: Possibilities, capabilities and accountabilities. 4th International Practitioner Research Conference, Utrecht, The Netherlands.
  • Groundwater-Smith, S., Mockler, N. (2005). Practitioner Research in Education: Beyond Celebration. 2005 AARE Focus Conference. Quality in Educational Research: Directions in Policy and Practice, Cairns, Queensland, Australia: Australian Association for Research in Education (AARE).
  • Mockler, N. (2004). Architects, travel agents and bus drivers: Images of teacher professional identity. Australian Association for Research in Education (AARE) Annual Conference, 2004, Melbourne.
  • Mockler, N., Englebrecht, K. (2003). Beyond the bandaged bear: Pedagogy, identity and teacher development in educating for social justice. ACSA Biennial Conference, 2003, Adelaide.
  • Groundwater-Smith, S., Mockler, N. (2003). Holding a mirror to professional learning. Joint Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education (AARE).
  • Mockler, N. (2003). Improvement through inquiry: Evidence-based practice and school improvement. International Congress on School Effectiveness and Improvement, 2003, Sydney Convention Centre.
  • 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.

Report

  • Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More Information]

2017

  • Beveridge, L., Mockler, N., Gore, J. (2017). An Australian view of the academic partner role in schools. Educational Action Research, Online first. [More Information]
  • Mockler, N. (2017). Early career teachers in Australia: A critical policy historiography. Journal of Education Policy, Online first. [More Information]
  • Groundwater-Smith, S., Mockler, N. (2017). The study of education in Australia: Shifting knowledge interests. In G. Whitty & J. Furlong (Eds.), Knowledge and the study of education: An international exploration, (pp. 123-144). Oxford: Symposium Books.

2016

  • Groundwater-Smith, S., Mockler, N. (2016). From data source to co-researchers? Tracing the shift from 'student voice' to student–teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159-176. [More Information]
  • Mockler, N. (2016). NAPLAN and the problem frame: Exploring representations of NAPLAN in the print media, 2010 and 2013. In B. Lingard, G. Thompson & S. Sellar (Eds.), National testing in schools: An Australian assessment, (pp. 181-198). Abingdon: Routledge. [More Information]
  • Groundwater-Smith, S., Mitchell, J., Mockler, N. (2016). Praxis and the language of improvement: Inquiry-based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. [More Information]
  • Thompson, G., Mockler, N. (2016). Principals of audit: Testing, data and 'implicated advocacy'. Journal of Educational Administration and History, 48(1), 1-18. [More Information]

2015

  • Mockler, N., Casey, A. (2015). (In)sights from 40 years of practitioner action research in education: Perspectives from the US, UK and Australia. In Linda Newman, Christine Woodrow (Eds.), Practitioner Research in Early Childhood: International Issues and Perspectives, (pp. 122-138). London, UK: Sage Publications.
  • Groundwater-Smith, S., Mockler, N. (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne, Australia: Cambridge University Press.
  • Groundwater-Smith, S., Mockler, N. (2015). Challenges for teaching and learning in the middle years. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 3-14). Melbourne, Australia: Cambridge University Press.
  • Mockler, N., Groundwater-Smith, S. (2015). Engaging with Student Voice in Research, Education and Community: Beyond Legitimation and Guardianship. Cham, Switzerland: Springer. [More Information]
  • 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), 117-131. [More Information]
  • Holmes, K., Mockler, N. (2015). Ongoing professional learning. In Michael Henderson, Geoff Romeo (Eds.), Teaching and Digital Technologies: Big issues and critical questions, (pp. 332-345). Melbourne: Cambridge University Press.
  • Groundwater-Smith, S., Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity. In A. Macfarlane, S. Macfarlane and M. Webber (Eds.), Sociocultural realities: Exploring new horizons, (pp. 117-134). Christchurch: Canterbury University Press.
  • 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), 603-614. [More Information]
  • Mockler, N. (2015). The middle years as a site for reform: From local to global. In Susan Groundwater-Smith, Nicole Mockler (Eds.), Big Fish, Little Fish: Teaching and learning in the middle years, (pp. 253-267). Melbourne, Australia: Cambridge University Press.
  • Groundwater-Smith, S., Mockler, N. (2015). Why Global Policies Fail Disengaged Young People at the Local Level. In Helen Proctor, Patrick Brownlee, Peter Freebody (Eds.), Controversies in Education: Orthodoxy and Heresy in Policy and Practice, (pp. 139-148). Cham: Springer.

2014

  • Mockler, N. (2014). Simple solutions to complex problems: Moral panic and the fluid shift from 'equity' to 'quality' in education. Review of Education, 2(2), 115-143. [More Information]
  • Mockler, N. (2014). Student voice: Market research in the 'enterprise university'? Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
  • Mockler, N. (2014). Teachers and the Australian curriculum: A preliminary exploration of the spaces 'between hope and happening'. Australian Association for Research in Education (AARE) Annual Conference, 2014, Brisbane.
  • Mockler, N. (2014). When 'research ethics' become 'everyday ethics': The intersection of inquiry and practice in practitioner research. Educational Action Research, 22(2), 146-158. [More Information]

2013

  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: English. Melbourne: Palgrave Macmillan.
  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Mathematics. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Science. Melbourne: Palgrave Macmillan.
  • Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., Ronnerman, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. UK: Routledge.
  • Mockler, N. (2013). Panic stations: The crisis of teacher quality in an era of standards and accountability. Australian Association for Research in Education (AARE) Annual Conference, 2013, Adelaide.
  • 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, 2013, Istanbul.
  • Mockler, N. (2013). Reporting the 'education revolution': MySchool.edu.au in the print media. Discourse: Studies in the Cultural Politics of Education, 34(1), 1-16. [More Information]
  • Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education, 38(10), 35-47. [More Information]
  • 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), 273-289. [More Information]
  • Mockler, N., Groundwater-Smith, S. (2013). What counts in the middle years? British Educational Research Association Annual Conference, 2013, Brighton, UK.

2012

  • 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 (AARE) Annual Conference, 2012, Sydney.
  • 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, 2012, University of Cadiz, Spain.
  • Sachs, J., Mockler, N. (2012). Performance cultures of teaching: Threat or opportunity? In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 33-43). London: Routledge.
  • Groundwater-Smith, S., Mockler, N. (2012). Sustaining professional learning networks: The Australasian challenge. In Christopher Day (Eds.), The Routledge International Handbook of Teacher and School Development, (pp. 506-515). London: Routledge.
  • Mockler, N., Groundwater-Smith, S. (2012). Weaving the web of professional practice: Australia. In Wrigley T, Thomson P, Lingard B (Eds.), Changing schools: alternative ways to make a world of difference, (pp. 152-166). Abingdon, UK: Routledge imprint of Taylor & Francis.

2011

  • Mockler, N. (2011). Back to the future: Progressive education in challenging times. Middle Years of Schooling Association Conference, 2011, Gold Coast.
  • Mockler, N. (2011). Becoming and 'being' a teacher: Understanding teacher professional identity. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 123-138). Dordrecht: Springer Science+Business Media.
  • Mockler, N. (2011). Being me: In pursuit of authenticity. In Higgs J, Titchen A, Horsfall D, Bridges D (Eds.), Creative Spaces for Qualitative Researching: Living Research, (pp. 159-168). Rotterdam: Sense Publishers.
  • Mockler, N. (2011). Beyond "what works": Understanding teacher identity as a practical and political tool. Teachers and Teaching: theory and practice, 17(5), 517-528. [More Information]
  • Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: An introduction. In Mockler, N; Sachs, J (Eds.), Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith, (pp. 1-8). Dordrecht: Springer Science+Business Media.
  • Mockler, N., Sachs, J. (2011). Rethinking educational practice through reflexive inquiry: essays in honour of Susan Groundwater-Smith. Dordrecht: Springer Science+Business Media.
  • Mockler, N. (2011). Teacher professional learning as a 'wicked problem'. Australia Association for Research in Education (AARE) Annual Conference, 2011, HObart.
  • Mockler, N. (2011). The slippery slope to efficiency? An Australian perspective on school/university partnerships for professional learning (Teacher professionalism: The place and purpose of school/ university partnerships, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Mockler, N. (2011). When research ethics become ‘everyday ethics’: The intersection of inquiry and practice in practitioner research (Ethical issues in the conduct of education research, Symposium). American Educational Research Association 2011 Annual Meeting, New Orleans.

2010

  • Mitchell, J., Hunter, J., Mockler, N. (2010). Connecting classrooms in rural communities through interactive whiteboards. Australasian Journal of Educational Technology, 26(4), 464-476.
  • Groundwater-Smith, S., Mockler, N. (2010). From lesson study to learning study: side-by-side professional learning in the classroom. In Campbell A, Groundwater-Smith S (Eds.), Connecting Inquiry and Professional Learning in Education. International perspectives and practical solutions, (pp. 166-178). London & New York: Routledge imprint of Taylor & Francis.
  • Ewing, R., Groundwater-Smith, S., Mockler, N., Loughland, A., Simpson, A., Smith, D., Way, J., Armstrong, A., Brooks, D. (2010). Meta Analysis of Quality Teaching Action Learning Project 2003-2009. [More Information]
  • Groundwater-Smith, S., Mockler, N. (2010). Speaking of quality and research that counts. Collaborative Action Research Network (CARN) Study Day, University of Newcastle.

2009

  • 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. Australian Association for Research in Education (AARE) Conference 2009, Canberra.
  • Mockler, N., Groundwater-Smith, S. (2009). Seeking for the unwelcome truths: Action learning beyond celebration. Pedagogy in Practice Conference, Newcastle.
  • Groundwater-Smith, S., Mockler, N. (2009). Teacher Professional Learning in an Age of Compliance: Mind the Gap. not specified: Springer.

2008

  • Groundwater-Smith, S., Mockler, N. (2008). Ethics in 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. 79-91). Abingdon, Oxon: Routledge imprint of Taylor & Francis.
  • Mockler, N., Elliott, G. (2008). Practitioner inquiry for whole-school change: Possibilities and pitfalls. Collaborative Action Research Network (CARN) Annual Conference 2008, Liverpool, UK.

2007

  • Groundwater-Smith, S., Mockler, N. (2007). Ethics in practitioner research: an issue of quality. Research Papers in Education, 22(2), 199-211.
  • Mockler, N. (2007). Ethics in practitioner research: dilemmas from the field. In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research, (pp. 88-98). New York: Routledge imprint of Taylor & Francis.
  • Mockler, N., Groundwater-Smith, S. (2007). From lesson study to learning study: Side by side professional learning. 2nd International Invitational Colloquium on Practitioner Research, Leeds Metropolitan University.
  • Groundwater-Smith, S., Mitchell, J., Mockler, N. (2007). Learning in the Middle Years: More than a Transition. Melbourne: Thomson (Learning Australia).

2006

  • Mockler, N. (2006). Local research, global community: Action research for a new century. Manchester: CARN.
  • Mockler, N., Sachs, J. (2006). Reclaiming 'professional identity': Beyond the search for Mr Chips. AARE International Education Research Conference 2006, Australia: Australian Association for Research in Education (AARE).
  • Groundwater-Smith, S., Mockler, N. (2006). Research that counts: practitioner research and the academy. Australian Educational Researcher, RARE 6, 105-117. [More Information]

2005

  • Mockler, N. (2005). Ethics in practitioner research: Dilemmas from the field. Invitational International Colloquium ‘Ethics in Practitioner Research: An International Conversation, Liverpool, UK.
  • Mockler, N., Schutz, H., Vecchiet, S. (2005). Practitioner inquiry for professional learning: Possibilities, capabilities and accountabilities. 4th International Practitioner Research Conference, Utrecht, The Netherlands.
  • Groundwater-Smith, S., Mockler, N. (2005). Practitioner Research in Education: Beyond Celebration. 2005 AARE Focus Conference. Quality in Educational Research: Directions in Policy and Practice, Cairns, Queensland, Australia: Australian Association for Research in Education (AARE).
  • Mockler, N. (2005). Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-Service Education, 31(4), 733-746. [More Information]

2004

  • Mockler, N. (2004). Architects, travel agents and bus drivers: Images of teacher professional identity. Australian Association for Research in Education (AARE) Annual Conference, 2004, Melbourne.

2003

  • Mockler, N., Englebrecht, K. (2003). Beyond the bandaged bear: Pedagogy, identity and teacher development in educating for social justice. ACSA Biennial Conference, 2003, Adelaide.
  • Groundwater-Smith, S., Mockler, N. (2003). Holding a mirror to professional learning. Joint Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education (AARE).
  • Mockler, N. (2003). Improvement through inquiry: Evidence-based practice and school improvement. International Congress on School Effectiveness and Improvement, 2003, Sydney Convention Centre.
  • 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.

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