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Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, 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.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

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). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. 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 & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. 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. 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. Chiado Books, pp. 309-341.

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. Information Age Publishing.

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. Routledge.

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

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

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 Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

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. Springer.

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. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Joanne is a Senior Analyst in the OECD’s Directorate for Public Governance and an Honorary Norham Fellow.

Joanne’s professional focus is on empowering people to shape policy responses to the issues that affect their daily lives. Drawing upon over 25 years of experience in comparative policy analysis and international policy dialogue at the OECD, she is committed to building global networks that leverage multidisciplinary and innovative approaches to tackling complex policy challenges, foster commitment to action and improve people’s lives.

Her core areas of expertise include citizen participation in policy making, public governance, skills and education policy.

Joanne’s current research focus is on strengthening democratic resilience through the design of inclusive public participation processes that recognise and account for differences in people’s skills, knowledge, behaviours, values and motivation. This includes defining the ‘skills portfolio’ needed at each life stage by children, young people and adults to be active citizens, mapping how they can be learned and exercised through formal, informal and non-formal education settings (e.g. at school, workplaces and communities); and exploring how these skills can be assessed and valued.

Joanne served as Senior Analyst in the OECD Directorate for Education and Skills from 2009-2024 where she led the OECD PISA for Schools project (2017-2024); the OECD National Skills Strategies project (2012-2017) and served as Counsellor and Communications Manager (2009-2017). From 2000-2008 she served as a Policy Analyst in the OECD Directorate for Public Governance working on open government and citizen participation in the design and delivery of public policy and services. Prior to this she worked for the SIGMA programme at the OECD (1998-2000). In 2006, she served as a Senior Advisor for online participation at the New Zealand State Services Commission (SSC).

Joanne earned a BA in Natural Sciences at Cambridge University (UK), an MA in Political Science at The Johns Hopkins University (USA) and a Ph.D in Political and Social Sciences at the European University Institute (Italy). She has been a guest lecturer at Sciences Po (Paris) and the Central European University.

Ghazala Bhatti is an Honorary Research Fellow at the Department of Education.

Ghazala has a long-standing interest in the education of children and young people from minority ethnic backgrounds and the relationship of schools with their families.

She has been involved in Inclusive Education involving young people from marginalised communities. Ghazala is a founder member and convenor of the Social Justice and Intercultural Education network at ECER (European Conference on Educational Research) which looks at the intersection of race, gender and social class. Ghazala has undertaken collaborative work with colleagues in the US (College of William and Mary in Williamsburg) on the education of bilingual children and those who are learning English as an additional language. She has also worked on the EU funded project- EDIC (Education for Democratic Intercultural Citizenship). This joint initiative meant working with academics and post-graduate students from six European Universities (University of Helsinki, Charles University Prague, University of Barcelona, Aristotle University, Thessaloniki, Tallinn University, Estonia and the University of Humanistics in Utrecht). Since 2023, Ghazala has been involved in a Nordic research project ‘Migrant youth, Education, Culture and Identity’ with colleagues in the departments of education in the universities of Gothenburg, Iceland, Inland Norway University of Applied Science and Aarhus University, Denmark.  

Ghazala Bhatti has taught in universities in England, including Reading and Southampton. She participated in the ESRC funded seminar series DTDL (Diverse teachers for diverse learners). She has been a visiting academic at the College of William and Mary in US, the universities of Turin and Padua in Italy and the University of Debrecen in Hungary. Ghazala has been on the executive board of BJES and on the editorial boards of Gender and Education, British Journal of Educational Studies, Race, Ethnicity and Education and Intercultural Education.  

Ghazala’s post-doctoral research concerning the educational achievement and aspirations of young people from ethnic minority backgrounds in secondary schools in the city of Oxford was funded by the Department of Education, University of Oxford. Prior to that Ghazala taught English in secondary schools. 

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship and was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively and is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

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, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

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

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

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(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.

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

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. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

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. Palgrave.

Larsen, E. & Mockler, N. (2021). Aus