Other Research Publications

Mockler, N., Watt, H., Stacey, M. & Golledge, C. (2026). The ‘problem’ of teacher professional development in Australia: an analysis of TALIS 2018. The Australian Educational Researcher, 53, Article 3. (Open Access)

Mockler, N. (2025) Pathways to cultures of thinking in troubled times. In C. Paterson and S. Brooks (Eds), Cultivating Cultures of Thinking in Australian Schools: From Control to Curiosity. Routledge.

Stacey, M. & Mockler, N. (2025). Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks. Oxford Review of Education, 51(6), pp.885-992. (Open Access)

Mockler, N. (2025). Accounting for teachers: changing representations of education in The Australian Financial Review 1993–2022. Educational Review, 77(6), pp.1778-1797. (Open Access)

Rowe, E., Langman, S., Mockler, N. & Lubienski, C. (2025). Perverse impacts of competitive funding: public school principals as revenue generators in the grant economy. Journal of Education Policy, 40(3), pp.419-438. (Open Access)

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2025). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, 77(2), pp.661-680. (Open Access)

Stacey, M., Creagh, S., Mockler, N., Hogan, A., & Thompson, G. (2025). The Time Poor Teacher: Understanding the complexity of decision-making. In G. Thompson & A. Hogan (Eds.), Teaching and Time Poverty: Understanding Workload and Work Intensification. Routledge. 

Spicksley, K., & Mockler, N. (2024). Representations of Teachers and Teaching in the Public Space: Exploring the Interplay between Policy and Media Constructions of Teacher Supply in Australia and England. In X. Dumay, T. B. Sorensen, & L. Paine (Eds.), The Teaching Profession in a Globalizing World: Governance, Career, Learning (World Yearbook of Education 2025). Routledge. 

Mockler, N. & Stacey, M. (2024). Outsourced curriculum planning to reduce teacher workload: Tracing the evolution of a policy solution. Curriculum Perspectives, 44(4), pp.567-571. (Open Access)

Poulton, P. & Mockler, N. (2024). Early career primary teachers' curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, 34(1), pp.20-37. (Open Access)

Stacey, M. & Mockler, N. (2024). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, 45(1), pp. 1-13. (Open Access)

Thompson, G., Creagh, S., Stacey, M., Hogan, A. & Mockler, N. (2024). Researching teachers’ time use: Complexity, challenges and a possible way forward. Australian Educational Researcher, 51(4), pp.1647-1670. (Open Access)

Mockler, N. (2023). Are we there yet? 25 years of reform (and reform, and reform, and reform) of teacher education in Australia. History of Education Review, 52 (2/3), pp. 115-131.

Stacey, M. & Mockler, N. (2023). Purposes of Education. In A.Wilkins (Ed.), Policy Foundations of Education. London: Bloomsbury Academic.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: Utility, markets and the absent entrepreneur. British Journal of Sociology of Education, 44(3), pp.467-484. (Open Access)

Mockler, N. & Stacey, M. (2023). Teachers' work amid global education reform: ‘The greatest challenge’?. In: R.J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education, vol. 5. Dordrecht: SpringerNature.

Mockler, N. (2022). From benign neglect to performative accountability: Changing Policy and Practice in Continuing Professional Development for Teachers. In I.Menter (Ed.) The Palgrave Handbook of Teacher Education Research. Cham: Palgrave.

Mockler, N. & Redpath, E. (2022). Shoring up “teacher quality”: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.) The Palgrave Handbook of Teacher Education Research. Cham: Palgrave.

Mockler, N. (2022). Signing off: reflections on six years as Editor-in-Chief of The Australian Educational Researcher. The Australian Educational Researcher, 49(5), pp.861–864.

Chan, S.S.W., Thomas, M.A.M., & Mockler, N. (2022). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, Early View, pp.1-17.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Clarke, M., Mills, M., Mockler, N. & Singh, P. (2022). What is the 'public' in public education? Mapping past, present and future educational imaginaries of Europe and beyond (Editorial). European Educational Research Journal, 21(1), pp.3-12.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: Attachment, publicness and privatisation. Comparative Education, 5(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education, 52(4), pp.618-635.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Larsen, E. & Mockler, N. (2021, Online First). Australian teacher educators responding to policy discourses of quality. Educational Review.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher education policy: Future research, teaching in contexts. Teacher Education Policy and Research: Global Perspectives. Dordrecht: Springer.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). 'The village and the world': research with, for and by teachers in an age of data (Editorial). Teaching Education, 32(1), pp.1-6.

Mills, M., Mockler, N., Stacey, M. & Taylor, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: when what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

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. (2020). Discourses of teacher quality in the Australian print media 2014-2017: A corpus-assisted analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds), Historical Thinking for History Teachers. Sydney: Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan and G. Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Abingdon: Routledge.

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

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.

Mockler, N. (2019). Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Lisboa: Chiado Books.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Charlotte, NC: Information Age Publishing.

Mockler, N. (2018). Early career teachers in Australia: A critical policy historiography. Journal of Education Policy, 33(2), pp.262-278.

Mockler, N. (2018). Curriculum integration in the twenty-first century: Some reflections in the light of the Australian Curriculum. Curriculum Perspectives, 38(2), pp. 129-136. Also published as: Mockler, N. (2018). Curriculum Integration in the 21st Century: In the Light of the Australian Curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. Canberra: ACSA.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Dordrecht: Springer.

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. (2017). Classroom ready teachers? Some reflections on teacher education in Australia in a time of compliance. Teacher Education and Practice, 30(2), pp. 335-339.

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. & 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.

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

Thompson, G. & Mockler, N. (2016). Principals of audit: Testing, data and 'implicated advocacy'. Journal of Educational Administration and History, 48(1), pp.1-18.

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.

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

Groundwater-Smith, S. & Mockler, N. (2015). 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), pp.159-176.

Groundwater-Smith, S. & Mockler, N. (2015). Practice architectures 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.

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

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.

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.

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. (2014). : When 'research ethics'bBecome 'everyday ethics': The intersection of research and practice in practitioner research. Educational Action Research, 22(2), pp.146-158.

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.

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. (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.

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

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.

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

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.

Elliott, G. & Mockler, N.  (2011).  ‘Practitioner inquiry for whole-school change: Possibilities and pitfalls’.  In R.Balogh (Ed.), It is Difficult to Work Without It: Action Research at Work in Countering Hegemonic Education Policies (Collaborative Action Research Bulletin). Nottingham: CARN/The University of Nottingham.

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: Alternative Ways to Make a World of Difference.  Abingdon: Routledge.

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.

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.

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.

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.

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.

Groundwater-Smith, S. & Mockler, N. (2007) Ethics in practitioner research: An issue of quality.  Research Papers in Education, 22 (9) pp.199-211.

Groundwater-Smith, S. & Mockler, N. (2006) Research that counts: Practitioner research and the academy.  Review of Australian Research in Education, Volume 6, November 2006.

Mockler, N. (2005) Transforming teachers: New professional learning and transformative teacher professionalism. Journal of Inservice Education, 31(4).

Mockler, N. (2002) ‘Making teacher learning count’ in Kroath, F. & Trafford, V. A Conference Tells its Story. Chelmsford: Early Brave Publications

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.