Nicole Mockler

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Meghan StaceyUNSW SydneyVerified email at unsw.edu.au
Greg ThompsonProfessor, Faculty of Education, QUTVerified email at qut.edu.au
Anna HoganQueensland University of TechnologyVerified email at qut.edu.au
Judyth SachsEmeritus Professor, Macquarie universityVerified email at mq.edu.au
Susan Creagh, PhDQUT, UQVerified email at uq.edu.au
Martin MillsProfessor of EducationVerified email at qut.edu.au
Karin RönnermanUniversity of GothenburgVerified email at gu.se
Becky TaylorProfessorial Research Fellow, UCL Institute of EducationVerified email at ucl.ac.uk
Matthew A.M. ThomasUniversity of Glasgow, School of EducationVerified email at glasgow.ac.uk
Bob LingardUniversity of QueenslandVerified email at uq.edu.au
Paul GinnsAssociate Professor in Educational Psychology, University of SydneyVerified email at sydney.edu.au
Jennifer GoreLaureate Professor of Education, The University of NewcastleVerified email at newcastle.edu.au
Jane Louise HunterUniversity of Technology SydneyVerified email at uts.edu.au
Raewyn ConnellUniversity of SydneyVerified email at sydney.edu.au
Phillip PoultonRMIT UniversityVerified email at rmit.edu.au
Diane MayerUniversity of OxfordVerified email at education.ox.ac.uk
A. Lin GoodwinBoston CollegeVerified email at bc.edu
Ellen LarsenUniversity of Southern QueenslandVerified email at usq.edu.au
Kathryn HolmesWestern Sydney UniversityVerified email at westernsydney.edu.au
Ashley CaseyProfessor of Physical Education Loughborough UniversityVerified email at lboro.ac.uk

Nicole Mockler

Professor of Education, Sydney School of Education and Social Work, University of Sydney

Verified email at sydney.edu.au - Homepage

Teacher Professional Learning and Identity Education Policy


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Beyond ‘what works’: Understanding teacher identity as a practical and political tool N Mockler Teachers and teaching 17 (5), 517-528, 2011	713	2011
Teacher professional learning in an age of compliance: Mind the gap S Groundwater-Smith, N Mockler Springer Science & Business Media, 2009	437	2009
Teacher professional learning in a neoliberal age: Audit, professionalism and identity N Mockler Australian journal of teacher education (online) 38 (10), 35-47, 2013	268	2013
Ethics in practitioner research: An issue of quality S Groundwater-Smith, N Mockler Assessing quality in applied and practice-based research in education., 89-102, 2007	214	2007
Trans/forming teachers: New professional learning and transformative teacher professionalism N Mockler Journal of In-service Education 31 (4), 733-746, 2005	212	2005
Engaging with student voice in research, education and community: Beyond legitimation and guardianship N Mockler, S Groundwater-Smith Springer, 2014	173	2014
Facilitating practitioner research: Developing transformational partnerships S Groundwater-Smith, J Mitchell, N Mockler, P Ponte, K Ronnerman Routledge, 2012	143	2012
From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships in Educational Action Research S Groundwater-Smith, N Mockler Educational Action Research 24 (2), 159-176, 2016	127	2016
When ‘research ethics’ become ‘everyday ethics’: The intersection of inquiry and practice in practitioner research N Mockler Educational action research 22 (2), 146-158, 2014	120	2014
Workload, work intensification and time poverty for teachers and school leaders: A systematic research synthesis S Creagh, G Thompson, N Mockler, M Stacey, A Hogan Educational Review, 1-20, 2023	119	2023
Reporting the ‘education revolution’: MySchool. edu. au in the print media N Mockler Discourse: Studies in the cultural politics of education 34 (1), 1-16, 2013	116	2013
Teacher professional learning under audit: Reconfiguring practice in an age of standards N Mockler Professional development in education 48 (1), 166-180, 2022	115	2022
Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning N Mockler, S Groundwater-Smith Teachers and teaching 21 (5), 603-614, 2015	92	2015
Learning in the middle years. More than a transition S Groundwater-Smith, JM Mitchell, N Mockler Thomson Learning, 2007	86	2007
Becoming and ‘being’a teacher: Understanding teacher professional identity N Mockler Rethinking educational practice through reflexive inquiry: Essays in honour …, 2011	84	2011
Performance cultures of teaching: Threat or opportunity? J Sachs, N Mockler The Routledge international handbook of teacher and school development, 33-43, 2012	81	2012
Discourses of teacher quality in the Australian print media 2014–2017: A corpus-assisted analysis N Mockler Discourse: Studies in the Cultural Politics of Education 41 (6), 854-870, 2020	78	2020
Principals of audit: Testing, data and ‘implicated advocacy’ G Thompson, N Mockler Journal of Educational Administration and History 48 (1), 1-18, 2016	71	2016
Research that counts: Practitioner research and the academy S Groundwater-Smith, N Mockler Counterpoints on the Quality and Impact of Educational Research, Special …, 2006	69	2006
Learning to listen: Listening to learn S Groundwater-Smith, N Mockler MLC Burwood, University of Sydney, 2003	69	2003

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