Professor Susan Groundwater-Smith

PhD(Sydney)

Honorary Professor

Chair, Teacher Education Advisory Board

Email:

Phone: +61 2 9351 6327

Fax: +61 2 9559 7174

Building.Room: A35.443

Research interests

Educational systems: administration, management and leadership

  • Preschool, primary and secondary

Research on teaching and learning

  • Teacher education and professional learning


Keywords

Teacher professional learning, student voice, mixed methods in school inquiry



Professional biography

Susan Groundwater-Smith is the convenor of the Coalition of Knowledge Building Schools whose purpose is to engage in ongoing, systematic practitioner inquiry. She has supported a large number of other schools as an academic partner introducing them to innovative methods of inquiry with a particular emphasis upon student voice and the use of images in capturing young people's perspectives on their learning experiences. Susan collaborates with the Audience Research Unit at the Australian Museum assisting in consultation with students and teachers regarding actual and planned exhibitions. She works with a range of universities in Australia, the United Kingdom and The Netherlands.



Selected 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. & Mockler, N. (Eds.). (2015). Big Fish, Little Fish: Teaching and learning in the middle years. Melbourne: Cambridge University Press.
  • Mockler, N. & Groundwater-Smith, S. (2015). Engaging with student voice in research, education and community: Beyond legitimation and guardianship. Rotterdam: Springer.
  • Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Teaching: Challenges and dilemmas. (5th ed.), South Melbourne: Cengage Learning.
  • Groundwater-Smith, S., Dockett, S. & Bottrell, D. (2015). Participatory research with children and young people. Los Angeles: Sage.
  • 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., Brennan, M., McFadden, M., Mitchell, J. & Munns, G. (2009). Secondary Schooling in a Changing World. (2nd ed.), Melbourne: Cengage.
  • Groundwater-Smith, S. & Mockler, N. (2009). Teacher Professional Learning in an Age of Compliance: Mind the Gap. Rotterdam: Springer.
  • 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: Dealing with Issues and Dilemmas in Action Research . New York: Routledge.
  • Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2006). Teaching: Challenges and Dilemmas. (3rd ed.), Melbourne: Thomson.

Book chapters

  • 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. (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. (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.

Journal articles

  • 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
  • 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
  • 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.

Other