All publications

Books

  • Groundwater-Smith, S. (2017). From practice to praxis: A reflective turn: The selected works of Susan Groundwater-Smith. London: Routledge.
  • Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Teaching: Challenges and dilemmas. (5th ed.), South Melbourne: Cengage Learning.
  • Groundwater-Smith, S. & Mockler, N. (Eds.). (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne: Cambridge University Press.
  • Groundwater-Smith, S., Dockett, S. & Bottrell, D. (2015). Participatory research with children and young people. Los Angeles: Sage.
  • Mockler, N. & Groundwater-Smith, S. (2015). Engaging with student voice in research, education and community: Beyond legitimation and guardianship. Rotterdam: Springer.
  • Groundwater-Smith, S., Ponte, P., Mitchell, J., Mockler, N. & Ronnerman, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. UK: Routledge.
  • Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2011). Teaching: Challenges and Dilemmas. (4th ed.), Melbourne: Cengage Learning Australia.
  • Campbell, A. & Groundwater-Smith, S. (Eds.). (2010). Action Research in Education. Los Angeles: Sage Publications.
  • Campbell, A. & Groundwater-Smith (Eds). (2010). Connecting Inquiry and Professional Learning in Education. London: Routledge.
  • Groundwater-Smith, S. & Mockler, N. (2009). Teacher Professional Learning in an Age of Compliance: Mind the Gap. Rotterdam: Springer.
  • Groundwater-Smith, S., Brennan, M., McFadden, M., Mitchell, J. & Munns, G. (2009). Secondary Schooling in a Changing World. (2nd ed.), Melbourne: Cengage.
  • Groundwater-Smith, S., Mitchell, J. & Mockler, N. (2007). Learning in the Middle Years: More than a Transition. Melbourne: Thomson Learning.
  • Campbell, A, Groundwater-Smith, S. (2007). An Ethical Approach to Practitioner Research. New York: Routledge.
  • Campbell, A. & Groundwater-Smith, S. (2007). An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research . New York: Routledge.
  • Groundwater-Smith, S, Mitchell, J, Mockler, N. (2007). Learning in the Middle Years: More than a Transition. Melbourne: Thomson Learning.
  • Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2006). Teaching: Challenges and Dilemmas. (3rd ed.), Melbourne: Thomson.
  • Groundwater-Smith, S, Ewing, R, Le Cornu, R. (2006). Teaching: Challenges and Dilemmas. Melbourne: University Press.
  • Groundwater-Smith, S, Brennan, M, McFadden, M, Mitchell,, J. (2001). Secondary Schooling in a Changing World. Australia: Elsevier Australia.

Book chapters

  • Groundwater-Smith, S. (2017). Partnerships, networks and learning in educational research: Contested practices. In R. McNae & B. Cowie (Ed.), Realising innovative partnerships in educational research: Theories and methods for collaboration (pp. xvii–xxi), Rotterdam: Sense Publishers.
  • Groundwater-Smith, S., & Mockler, N. (2017). The study of education in Australia: Shifting knowledge interests. In G. Whitty & J. Furlong (Ed.), Knowledge and the study of education: An international exploration (pp. 123–144), Oxford: Symposium Books.
  • Groundwater-Smith, S. & Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity. In A. Macfarlane, S. Macfarlane & M. Webber (Ed.), Sociocultural realities: Exploring new horizons (pp. 117–134), Christchurch: Canterbury University Press.
  • Groundwater-Smith, S. (2015). A fair go and student agency in the middle years classroom. In S. Groundwater-Smith & N. Mockler (Ed.), Big Fish, Little Fish: Teaching and learning in the middle years (pp. 63–76), Melbourne: Cambridge University Press.
  • Groundwater-Smith, S. & Mockler, N. (2015). Challenges for teaching and learning in the middle years. In S. Groundwater-Smith & N. Mockler (Ed.), Big Fish, Little Fish: Teaching and learning in the middle years (pp. 3–14), Melbourne: Cambridge University Press.
  • Groundwater-Smith, S. & Mockler, N. (2015). Why global policies fail disengaged young people at the local level. In H. Proctor, P. Brownlee & P. Freebody (Ed.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 139–148), Cham: Springer.
  • Mayes, E. & Groundwater-Smith, S. (2013). Ricoprire posizioni alternative: Student voice, riflessione e riforma [Performing alternative positions: Student voice, reflection and reform]. In V. Grion and A. Cook-Sather (Eds.), Student Voice. Prospettive Internazionale e Pratiche Emergenti in Italia [IStudent Voice. International Perspectives and Emergent Practices in Italy]. (pp. 193–211), Italy: Guerini.
  • Groundwater-Smith, S. (2012). Mentoring teacher inquiry: Lessons in lesson study. In S. Fletcher & C. Mullen (Ed.), The Sage Handbook of Mentoring and Coaching in Education (pp. 494–505), London: Sage Publications.
  • Groundwater-Smith, S. & Mockler, N. (2012). Sustaining professional learning networks: The Australasian challenge. In C. Day (Ed.), The Routledge Handbook of Teacher and School Development (pp. 506–515), London: Routledge.
  • Groundwater-Smith, S. (2011). Living ethical practice in qualitative research. In J. Higgs, A. Titchen, D. Horsfall & D. Bridges (Ed.), Creative Spaces for Qualitative Researching: Living Research (pp. 201–210), Rotterdam: Sense Publishers.
  • Groundwater-Smith, S. & Irwin, J. (2011). Action Research in Education and Social Work. In Markauskaite, L., Freebody, P. & Irwin, J. (Ed.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research (pp. 57–69), New York: Springer.
  • Groundwater-Smith, S. (2009). Cooperative Change Management through Practitioner Inquiry. In B. Somekh & S. Noffke (Ed.), Handbook of Educational Action Research (pp. 186–194), London: Sage Publications.
  • Groundwater-Smith, S. & Mockler, N. (2008). Ethics in Practitioner Research: an Issue of Quality. In J. Furlong & A. Oancea (Ed.), Assessing Quality in Applied and Practice-Based Research (pp. 79–92), London: Routledge.
  • Groundwater-Smith, S. (2007). Student voice: essential testimony for intelligent schools. In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research (pp. 113–128), New York: Routledge.
  • Groundwater-Smith, S, Campbell, A. (2007). Concluding reflections: new challenges for ethical inquiry in the context of a changing world. In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research (pp. 172–180), New York: Routledge.
  • Campbell, A, Groundwater-Smith, S. (2007). Introduction . In Anne Campbell and Susan Groundwater-Smith (Eds.), An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research (pp. 1–7), New York: Routledge.
  • Groundwater-Smith, S. (2007). As rain is to fields, so good teachers are to students. In Sally Knipe (Ed.), Middle years schooling : reframing adolescence (pp. 151–170), Frenchs Forrest: Pearson Prentice Hall.
  • Groundwater-Smith, S. (2007). Questions of Quality in Practitioner Research: Universities in the 21st Century - the need for safe places for unsafe ideas. In Ponte P. and Smit B. (Eds.), The Quality of Practitioner Research (pp. 57–64), Rotterdam: Sense Publishers.
  • Groundwater-Smith, S, Sachs, J. (2007). Epilogue: Reflections on the relations between the researcher and the field of practice. In Ponte P. and Smit B. (Eds.), The Quality of Practitioner Research (pp. 115–124), Rotterdam: Sense Publishers.
  • Groundwater-Smith, S, Somekh, B. (2007). Translating and transgressing the metaphor:Developing an intercultural understanding of 'Platform'. In P. Ponte, B. Smit & J. Van Swet (Ed.), Postgraduate Programmes as Platform. A Research-led Approach (pp. 259–270), Rotterdam: SensePublishers.
  • Groundwater-Smith, S. (2006). My Professional Self: Two books, a person and my bedside table. In Aubusson, Peter & Schuck, Sandy (Ed.), Teacher Learning and Development: The Mirror Maze (Vol. 1, pp. 179–194), Dordrecht, The Netherlands: Springer Netherlands.
  • Groundwater-Smith, S, Dadds, M. (2004). Critical Practitioner Inquiry: Towards Responsible Professional Communities Of Practice.. In Sachs J;Day C; (Ed.), International Handbook for Continuing Professional Development of Teachers (pp. 238–263), Maidenhead New York:: Iranian Centre for Archaeology Research.

Journal articles

  • Groundwater-Smith, S. & Mockler, N. (2016). From data source to co-researchers? Tracing the shift from 'student voice' to student–teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159–176. DOI:10.1080/09650792.2015.1053507
  • Groundwater-Smith, S., Mitchell, J. & Mockler, N. (2016). Praxis and the language of improvement: Inquiry-based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80–90. DOI:10.1080/09243453.2014.975137
  • Mockler, N. & Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and Teaching, 21(5), 603–614. DOI:10.1080/13540602.2014.995480
  • Groundwater-Smith, S., Mayes, E. & Arya-Pinatyh, K. (2014). A bridge over troubling waters in education: The complexity of a "students as co-researchers" project. Curriculum Matters, 10, 213–231.
  • Groundwater-Smith, S. (2011). Concerning equity: The voice of young people. Leading & Managing, 17(2), 52–65.
  • Groundwater-Smith, S, Mockler, N. (2007). Ethics in practitioner research: an issue of quality. Research Papers in Education, 22(2), 199–211.
  • Groundwater-Smith, S. (2006). Professional Knowledge Formation in the Australian Market Place: Changing the Perspective. Scottish Educational Review, Jan, 123–130.
  • Groundwater-Smith, S, Mockler, N. (2006). Research that counts: practitioner research and the academy. Australian Educational Researcher, RARE 6, 105–117.
  • Groundwater-Smith, S. (2005). Painting the educational landscape with tea: rereading Becoming Critical. Educational Action Research, 13(3), 329–346.
  • Beveridge, S, Groundwater-Smith, S, Kemmis, S, Wasson, D. (2005). Professional Learning that Makes a Difference: Successful strategies implemented by Priority Action Schools. Journal of In-Service Education, 31(4), 697–710.
  • Groundwater-Smith, S, Mockler,, N. (2002). The knowledge building school: From the outside in, from the inside out. Change: Transformations in Education, 5(2), 15–24.
  • Groundwater-Smith, S, Sachs, J. (2002). The activist professional and the reinstatement of trust. Cambridge Journal of Education, 32(3), 341–358.

Conference papers

  • Groundwater-Smith, S. (2008). Lesson Study as Formative Assessment in Secondary Schools. In Loughland T Proceedings of the Authentic Assessment Practices for Student Learning Conference (pp. 5–18). Sydney, 16-17 August, 2007.
  • Groundwater-Smith, S, Mockler, N. (2005). Practitioner research in education: Beyond celebration. In P. Jeffery .

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