Charles Sturt University
Charles Sturt University

Associate Professor Christine Edwards-Groves

Associate Professor Christine Edwards-Groves

Dip T., Grad Dip Ed Studies (Literacy), Master of Philosophy, Doctor of Philosophy

Co-Leader Research Strand "Speech, Language and Literacies" Research Institute for Professional Practice Learning and Education (RIPPLE)

Christine Edwards-Groves is a literacy educator committed to improving educational outcomes in rural settings. She has a long-term industry links and strong record of research achievement in the field of classroom interaction, dialogic pedagogies, teacher professional practice and development, and practice theory.

Christine is key researcher in the International Pedagogy, Education and Praxis Research Network (PEP), receiving a 10-year service award in 2017 for her active participation and leadership. In 2015, she was awarded the inaugural Literacy Research Grant for PETAA, as lead CI “Researching Dialogic Pedagogies”. Recognised as a world leader in action research, she was invited to co-chair the Global Assembly for Knowledge Democracy (2015-17).

In 2013, Christine was awarded an Australian Government Office for Learning and Teaching Citation for program innovation developing dialogic pedagogies among pre-service teachers. She has held a number of leadership and governance roles both at a school and Faculty level, and is the current Higher Degrees by Research Coordinator.

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Christine Edwards-Groves is a practice theorist and conversation analyst studying classroom interaction, dialogic pedagogies, and teacher professional practice and development. These interconnected fields of education form the basis for her strong research output, evidenced by her ARC DP, record of peer-reviewed publications and invited national and international scholarly presentations for literacy teachers and educators and practice theorists. Much of her recent work involves studying and facilitating critical participatory action research with teachers and middle leaders in school settings.

Christine’s work, as CI on ARC Discovery project “Leading and Learning: Developing Ecologies of Educational Practices” (DP1096275), provided an empirical basis for the development of the theory of practice architectures and ecologies of practices (now taken up across the world in a range of disciplines including health, engineering and business, and across sectors from Early Childhood to Vocation Education). She was instrumental in introducing and developing the concept of ‘student practice’ as critical for studying educational leadership, teaching and learning practices. Her expertise in interaction analysis in research, and in a subsequent funded study conducted in secondary schools, involved leading the conversation analysis of classroom learning, teacher pedagogies and professional development practices and revealed distinctive ecological interconnections between pedagogy, professional development and student learning.

Extending the theory of practice architectures to the field of literacy, Christine Edwards-Groves was an invited contributor to National Literacy and Numeracy Week (2010) events and lead-author of the text “Classroom Talk: Understanding dialogue, Pedagogy and Practice”. Her research impact is evident in regular national and international invitations to present her theoretical and empirical work. It is noteworthy that the dissemination of her scholarship includes regular presentations at the following prestigious international research conferences: the annual American Educational Research Conference (AERA), the European Research in Education Conference (ECER) and the Australian Association for Research in Education conference (AARE). Her scholarship particularly in literacy, dialogic pedagogies and practice theory has also led to invited international presentations in Finland (Finnish National Education Mentoring Conference 2012; Jyvaskyla University, Finland, Practice Theory Symposium 2017), New Zealand (Seminar at Auckland University’s Dialogic Research Group 2018; Waikato University’s Practice Theory symposium 2018); Sweden (Gothenburg University, Theory of Practice Architectures Symposium 2013 & 16; Middle Leaders Symposium, 2016 & 17; Boras University, Student Dialogic Learning Practices, 2017), the UK (Leading PD for digital literacies age, Sheffield Hallam 2012; Huddersfield University Theory of Practice Architectures Workshop 2017, Cambridge University, Dialogic Research meeting, 2017), and the US (Buffalo University Dialogic Pedagogies Seminar, 2019).

In 2013, Christine was awarded an Australian Government Office for Learning and Teaching (OLT) Citation in 2013 for ‘program innovation demonstrating commitment to developing quality teaching practices among Bachelor of Education students through learning about and practising dialogic pedagogies in schools’. This award resulted from her research leadership in a three-year CSU Faculty of Education funded project that influenced the re-design of first year in-school professional experience to focus on improving classroom interaction and dialogic pedagogy as a core focus for pre-service teachers. Significantly, results from this study led to subsequent applications for dialogic research funding grants (e.g. the successful PETAA Research grant). Arising from findings from her co-led PETAA dialogue study “Researching dialogic pedagogies across the primary years” with Christina Davidson, Edwards-Groves’ expertise and impact has been recognised by recent invitations by education consultants to lead and steer the development of teacher participatory action research for developing dialogic pedagogies projects at scale in both Catholic and State sectors (e.g. NSW DET School project on Dialogic Writing in Disadvantaged Schools $69000; The Dialogic Turn project for SA DET 2018-19).

Christine is currently involved in the following research projects:

  • Dialogic Writing: Investigating writing and oral language development through dialogic pedagogies in disadvantaged schools.
  • edagogical Dialogues in Primary Mathematics Classrooms.
  • Middle leading as a practice changing practice.
  • Teaching practices and creativity in the curriculum disciplines: history, physics and literature.

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Bachelor of Education (EC/Primary)

Bachelor of Education (K-12)

Master of Education (MEd)

Doctor of Philosophy

COURSES:

  • B Ed K-12, BEd EC/Prim: Literacy Strategies for Learning; Everyday Language and Literacies: Learning and Practices; English Curriculum: Pedagogies in the Primary Years; EML106: (BEd EC/Prim); Literacies strategies for learning
  • Master of Education: Educational Research; Contemporary Literacies - Teaching Reading in a Diverse World

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Christine Edwards-Groves’ has demonstrated international, national and institutionalresearch and academic leadership. Her contribution to advancing knowledge in literacy education, dialogic pedagogies and practice are evidenced in her national and international research leadership (through the “Pedagogy Education & Praxis (PEP) International Research Network) and at an institutional level through her involvement in research activities that build research capacity at CSU and in the PEP Network. Christine is a key researcher in the PEP Research Network involving a consortium of 45 internationally based researchers from the UK, Netherlands, Scandinavia (Finland, Sweden and Norway), Colombia and the Caribbean.

Christine’s leadership in literacy includes her role as Associate Editor of Australian Journal of Language and Literacy AJLL. Her reputation in literacy education was recognised by the 2013 invitation by the NSW Minister for Education to be the literacy representative on the Minister’s Advisory Group Literacy and Numeracy MAGLN (with other notable Australian scholars and curriculum leaders from ACARA and ACER) that met regularly to provide ministerial advice relating to the mandated NSW Education policy "Greater Teaching, Inspired Learning".

Her influence, reputation and leadership in literacy education in national and international forums is evidenced by invitations to: i) evaluate, as “a leading literacy expert and researcher”, the oral language strand of the new Australian Curriculum Literacy Learning Progressions; ii) contribute as “a leading literacy pedagogy expert” from 2013-2017 to the NSW Education Minister’s Advisory Group for Literacy and Numeracy (MAGLN)(*details above); iii) participate in a 3 year international study investigating literacy teacher educators’ practices conducted by researchers from Toronto University, Canada (2012-14); and iv) join the international advisory board (with UK and US scholars), then collaborate in a major University of Wollongong research (2014-18) "Transforming Literacy Outcomes” TRANSLIT investigating the changing nature of literacy from preschool to secondary school. Christine is co-editor of the book “Transition and Continuity in School Literacy Development” (Bloomsbury, 2020, edited by P.Jones, E.Matruglio & C. Edwards-Groves), reporting on the TRANSLIT project is currently under preparation with colleagues form Wollongong University.

Recognition of Christine’s expertise is evidenced by her 2015 invitation as “an international leader in educational action research” to be a member of the International Advisory Committee for the World Congress on Action Research, and her 2016 invitation by the Founding Chair of the Action Research Networks of the Americas (ARNA) to be co-chair of the Global Assembly of Action Research Networks for Knowledge Democracy held in Colombia (2017) of an international ‘network of research networks’ (involving networks from Africa, Asia, Australia, Britain, Europe, The Americas) to examine global convergences in relation to knowledge production, social progress, epistemological diversity, and alternative globalization. The invitation stemmed from her leadership of the PEP research leadership was signified by her election (in Tromsø, Norway, 2013) as International co-leader and Australian co-ordinator of PEP International (of which she has been an active researcher since 2006). In this role she co-convened the annual PEP International research meeting (in Hong Kong 2014, Vaasa, Finland 2015, Brisbane 2016, Boras, Sweden 2017 & Melbourne 2018), convenes the annual PEP Australia meeting, and leads bi-monthly PEP CSU meetings. Her co-leadership of PEP International has involved the continued development and design of the PEP research program focused on Practice Theory, Action Research and Education Practice Development, and co-convenorship of the annual PEP International Doctoral School. In 2015 she co-convened an international Practice Theory symposium in Brisbane QLD that included renowned practice theorists Professor Theodore Schatzki (The University of Kentucky, US), Professor Stephen Billet (Griffith University) and Professor Stephen Kemmis (Charles Sturt University). This event resulted in her co-editorship of a 2017 Springer book on practice theory and education.

Among other reviewing and editorial responsibilities, Christine has been guest editor of special issues of Pedagogy, Culture and Society (2010), Educational Action Research (2016), School Leadership and Management (2019) and the Australian Journal of Language and Literacy (2020).

International Journal Review Boards

  • Australian Literacy Educators Association - Associate Editor (current)
  • Educational Action Research Journal – International Advisory Review Board (current)
  • English Teaching: Practice and Critique - International Advisory Review Board (current)
  • Language and Education (International Review Board Member).

Editorial/journal review responsibilities:

Invited Reviewer for the following journals and textbooks:

  • Journal of Pedagogy, Culture and Society
  • Australian Journal of Indigenous Studies
  • Pedagogies: An International Journal
  • Asia-Pacific Journal of Teacher Education
  • Cambridge Journal of Education

Textbooks:

  • Surviving or Thriving: A field guide for pre-service teachers on placements by Brian Mundy (2018). Sage Publications
  • Teaching Primary years: Rethinking curriculum, pedagogy and assessment, (2016). Donna Pendergast & Katherine Main, Routledge
  • Middle Years and Secondary Literacies, (2009). Oxford University Press
  • Reflection in Education, Maura Sellers. (2014).  Sage

Additional editorial review responsibilities:

Guest Lead Editor:

  • Australian Journal of Language and Literacy Journal (2018-2020) - Special Issue: Talk and interaction in a dialogic classroom
  • School Leadership and Management (2017-9) - Special Issue: Middle Leadership

Educational Action Research (2016) - Special Issue: Partnership and Recognition in Action Research

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Books, monographs

  • Grootenboer, P., Edwards-Groves, C. & Rönnerman, K. (forthcoming 2019). Leading from the middle: Pedagogical leadership in schools. Sydney, Aus: Routledge
  • Edwards-Groves, C. & Rönnerman, K. (forthcoming 2019). Generative Leadership: Understanding practices and practice architectures of professional learning. Singapore: Springer.
  • Jones, P.T., Matruglio, E. & Edwards-Groves, C. (Eds). (in preparation). Transition and continuity in school literacy development. Sage
  • Rönnerman, K., Edwards-Groves, C., & Grootenboer, P. (2018). Att leda från mitten - lärare driver professionell utveckling [trans: Leading from the middle - Teachers driving professional development]. Stockholm: Lärarförlaget. ISBN 978-91-88149-33-6
  • Edwards-Groves, C., Grootenboer, P., & Wilkinson, J. (Eds) (2018). Education in an Era of Schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis. Singapore: Springer
  • Edwards-Groves, C., Olin, A.., & Karlberg-Granlund, G. (Eds) (2018). Partnership and Recognition in Action Research: Pedagogy and practice theory. London, UK: Routledge
  • Kemmis, S. & Edwards-Groves, C. (2018). Understanding Education: History, Politics and Practices. Singapore: Springer.
  • Edwards-Groves, C. & Davidson, C. (2017). Becoming a Meaning Maker: Talk and Interaction in the Dialogic Classroom. Primary English Teachers Association Australia, Sydney, NSW: PETAA
  • Grootenboer, P., Edwards-Groves, C. & Choy, S. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis, diversity and contestation. Singapore: Springer.
  • Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Classroom Talk: Understanding dialogue, pedagogy and practice. Newtown, Sydney: Primary English Teaching Association Australia.
  • Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Singapore: Springer.
  • Edwards-Groves, C. (2003). On task: Focused literacy learning. Sydney: Primary English Teachers Association (PETA).

Book Chapters

  • Edwards-Groves, C & Davidson, C. (in press, 2019). Metatalk for a dialogic turn in early years classrooms. International Handbook of Research on Dialogic Education. London: Routledge.
  • Edwards-Groves, C., Grootenboer, P. & Smith, T., (2018). Knowing Pedagogical Praxis in Twenty-First Century Education. Education in an Era of Schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis, pp. 135-150. Singapore: Springer Singapore.
  • Grootenboer, P., Edwards-Groves, C., & Wilkinson, J. (2018). The possibilities for Education in an Era of Schooling. Education in an Era of Schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis, pp1-16. Singapore: Springer Singapore..
  • Edwards-Groves, C., Grayson, T., Jenkins, D., Grant, S., Wallis, C., & Bryan. K. (2018). Reminiscences, Reflections, Recognition. Education in an Era of Schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis, pp. 213-238. Singapore: Springer Singapore..
  • Edwards-Groves, C. (2018). Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice. In Contemporary Pedagogies in Teacher Education and Development, Chapter 5, (pp 67-85). InTech Publishing. ISBN: 978-1-78923-545-6 http://mts.intechopen.com/articles/show/title/knowing-pedagogical-dialogues-for-learning-establishing-a-repertoire-of-classroom-interaction-practi
  • Scriven, B., Edwards-Groves, C. & Davidson, C. (2018).  A young child’s use of multiple technologies in the social organisation of a pretend telephone conversation. (pp 267-284). In S. Danby, C. Davidson & M Fleer (Eds), Digital Childhoods, Singapore: Springer.
  • Edwards-Groves, C. (2018). The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices. Chapter 7 In OB Cavero & N L Calvet (eds), New Pedagogical Challenges in the 21st Century: Contributions of Research in Education (119-139). InTech Publishing. ISBN 978-1-78923-381-0 http://mts.intechopen.com/articles/show/title/the-practice-architectures-of-pedagogy-conceptualising-the-convergences-between-sociality-dialogue-o
  • Edwards-Groves, C. & Grootenboer, P. (2017). Learning spaces and practices in the primary school: A focus on classroom dialogues, Chapter 4. In K. Mahon, S. Francisco & S. Kemmis (Eds.), (2017). Exploring education and professional practice - Through the lens of practice architectures. Singapore: Springer.
  • Kemmis, S., Wilkinson, J. & Edwards-Groves, C. (2017). Roads Not Travelled, Roads Ahead: How the Theory of Practice Architectures is travelling, Chapter 14. In K. Mahon, S. Francisco & S. Kemmis (Eds.), (2017). Exploring education and professional practice - Through the lens of practice architectures. Singapore: Springer.
  • Grootenboer, P., Edwards-Groves, C. & Choy, S. (2017). Practice Theory and Education: Diversity and Contestation. Chapter 1, in Grootenboer, C. Edwards-Groves, & S. Choy. (Eds) Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer.
  • Choy, S., Edwards-Groves, C., & Grootenboer, P. (2017). Provoking a (re)newed frontier in theorising practice. Chapter 14, in P. Grootenboer, C. Edwards-Groves, & S. Choy. (Eds). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer.
  • Kemmis, S., Edwards-Groves, C. Lloyd, A., Grootenboer, P., Hardy, I. & Wilkinson, J. (2017). Learning as Being ‘Stirred In’ to Practices. Chapter 4, in P. Grootenboer, C. Edwards-Groves, & S. Choy. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer.
  • Edwards-Groves, C. (2017). Teaching and learning as social interaction: What counts in classroom practices? In P. Grootenboer, C. Edwards-Groves, & S. Choy. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer.
  • Grootenboer, P., Edwards-Groves, C. & Rönnerman K., (2017). The practice of leading from the middle. In P. Grootenboer, C. Edwards-Groves, & S. Choy. (Eds) (2017). Practice Theory Perspectives on Pedagogy and Education: Praxis diversity and contestation. Singapore: Springer.
  • Edwards-Groves, C. (2016). Reconceptualising first year professional experience: enacting a repertoire of learning focused talk for efficacy in teaching practice. In R. Brandenburg, S. McDonough, A. Burke & S. White (Eds.), pp.79-97. Teacher Education: Innovation, Interventions and Impact. Singapore: Springer.
  • Rowell, L., Bullogh, R., Edwards-Groves, C., et al; (2016). Roundtable brief. In L. Rowell, & J. Shosh, (Eds). Palgrave International Handbook of Action Research. NY: Palgrave Macmillan US. DOI 10.1057/978-1-137-40523-4
  • Kemmis, S., Rönnerman K., & Edwards-Groves, C. (2016). Pedagogy, Education and Praxis: An international research network for education and change. In L. Rowell, & J. Shosh, (Eds). Palgrave International Handbook of Action Research. NY: Palgrave Macmillan US. DOI 10.1057/978-1-137-40523-4
  • Kemmis, S., Edwards-Groves, C., Wilkinson, J., & Hardy, I. (2012). Ecologies of practices. In P. Hager, A. Lee & A. Reich (eds.), Practice, learning and change (pp.  33-49). London: Springer.
  • Rönnerman, K. & Edwards-Groves, C. (2012).  Genererat ledarskap [Generative Leadership]. In K. Rönnerman (Ed.), Aktionsforskning i praktiken – förskola och skola på vetenskaplig grund. [Action Research in Practice] (pp. 171-190). Lund: Studentlitteratur.
  • Edwards-Groves, C. & Gray, D. (2008). Connectivity between developing praxis and reflective practice in teacher education: The affordances and constraints reported by pre-service teachers. In Enabling Praxis: Challenges for Education. Rotterdam, The Netherlands: Sense Publishers.
  • Edwards-Groves, C. (2008). The Praxis-Oriented Self Continuing (self) education. In Enabling Praxis: Challenges for Education. Rotterdam, The Netherlands: Sense Publisher.
  • Edwards-Groves, C. (2003). Connecting students to learning through explicit teaching.  MyRead: Strategies for teaching reading in the middle years. DEST, ALEA, AATE Sydney: Australia.
  • Edwards-Groves, C. (2002). Building an inclusive classroom through explicit pedagogy: A focus on the language of teaching. Literacy Lexicon, Sydney: Prentice Hall, Australia Pty Ltd.

Refereed journal articles

  • Scriven, B., Davidson, C. & Edwards-Groves, C. (under review). Co-producing familiarity in a young child’s digital activity in the home: Understanding the home context and its implications for children’s digital literacies. Journal of Early Childhood Literacy.
  • Stibbard, A., Davidson, C. & Edwards-Groves, C. (under review). Changing Talk and Interaction for Dialogic teaching in an Early Years’ Literacy Classroom. The Journal of Teacher Action Research.
  • Davidson, C. & Edwards-Groves, C., (under review).  Multiple student responses in a dialogic classroom. Language and Education.
  • Davidson, C. & Edwards-Groves, C., (under review).  Transcription as learning in teacher professional development. Professional Development in Education.  
  • Davidson, C. & Edwards-Groves, C., (2019).  Managing the delicate matter of advice giving: Accomplishing communicative space in Critical Participatory Action Research. Educational Action Research Journal. https://doi.org/10.1080/09650792.2018.1559744
  • Edwards-Groves, C., Grootenboer, P. Hardy, I., & Rönnerman, K. (2018). Driving change from ‘the middle’: Middle leading for site based educational development. In Special Issue “Middle Leadership: Practices, policies and paradigms, in School Leadership and Management. https://doi.org/10.1080/13632434.2018.1525700
  • Attard,C., Edwards-Groves, C., & Grootenboer, P. (2018). Dialogic Practices in the Mathematics Classroom. In Hunter, J., Perger, P., & Darragh, L. (Eds.). Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia) pp. 122-129. Auckland: MERGA.
  • Grootenboer, P., & Edwards-Groves, C. (2019). Learning mathematics as being stirred into mathematical practices: an alternative perspective on identity formation. In Special Issue “Identity in Mathematical Education”, ZDM Mathematics Education, 5, 1-12. DOI 10.1007/s11858-018-01017-5
  • Edwards-Groves, C., & Davidson, C. (2018). Accomplishing Dialogic Change in Primary Classrooms through Critical Participatory Action Research. In 2017 ARNA Conference Proceedings Participation and Democratization of Knowledge: New Convergences for Reconciliation, Cartegena, Colombia, June 2017. https://drive.google.com/file/d/1SooQQJBnyNTg0AmkYDDNZP2TNeVDGcw3/view
  • Davidson, C. & Edwards-Groves, C., (2018). “But you said this...”: Students’ management of disagreement within a dialogic approach to literacy instruction. Australian Journal of Language and Literacy, 41(3), 190-200.
  • Rönnerman, K., Grootenboer, P., &. Edwards-Groves, C., (2017). The practice architectures of middle leading in early childhood education. International Journal of Child Care and Education policy. 11, 8. DOI 10.1186/s40723-017-0032-z
  • Hardy, I., Rönnerman, K., & Edwards-Groves, C. (2017). Transforming professional learning: Educational action research in practice. EuropeanEducational Research Journal, 1-21. DOI: 10.1177/1474904117690409
  • Edwards-Groves, C., Grootenboer, P., & Rönnerman, K. (2016). “Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders”. In Special Issue: Partnerships and Recognition of Educational Action Research. 24(3), 369-386, DOI:10.1080/09650792.2015.1131175
  • Edwards-Groves, C., Olin, A.., & Karlberg-Granlund, G. (2016). Partnership and Recognition in Action Research: Pedagogy and practice theory. In Special Issue, “Partnership and Recognition in Action Research”. Educational Action Research, 24(3), 321-333. DOI:10.1080/09650792.2015.1129983
  • Edwards-Groves, C., Olin, A.., & Karlberg-Granlund, G. (2016). Editorial and dedication to Roslin Brennan Kemmis, Educational Action Research, 24(3), 317-320, DOI: 10.1080/09650792.2016.1196956
  • Hardy, I., & Edwards-Groves, C. (2016). Historicising teachers’ learning:  A case study of productive professional practice.  Teachers and Teaching: Theory and Practice. 22(4), 538-552 http://www.tandfonline.com/doi/full/10.1080/13540602.2016.1158463.
  • Edwards-Groves, C., & Kemmis, S. (2016). “Pedagogy, Education and Praxis: understanding new forms of intersubjectivity through action research and practice theory”. In Special Issue, Action Research Networks: Prospects and Challenges of Greater Global Connectivity, Guest Editors: Lonnie Rowell (University of San Diego) & Joseph Shosh (Moravian College). Educational Action Research. http://dx.doi.org/10.1080/09650792.2015.1076730.
  • Edwards-Groves, C., & Grootenboer, P. (2015). Practice and praxis in literacy education. Australian Journal of Language and Literacy. 38(3), 150-161. (Scimago journal ranking: 7)
  • Grootenboer, P., Edwards-Groves, C. & Rönnerman, K. (2014). Leading practice development: voices from the middle, Professional Development in Education, 1-19. DOI: 10.1080/19415257.2014.924985
  • Kemmis, S., Heikkinen, H. L.T., Fransson, G., Aspfors, J. & Edwards-Groves, C. (2014).  Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154-164.
  • Grootenboer, P., & Edwards-Groves, C. (2013). Mathematics education as a practice: A theoretical position. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow, Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, (pp. 370-377). Melbourne: MERGA.
  • Edwards-Groves, C. (2013). Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice. Australian Journal of Teacher Education, 38, 12 (2), 17-34.
  • Edwards-Groves, C. & Hardy, I. (2013). “Well, that was an intellectual dialogue!”: How a whole-school focus on improvement shifts the substantive nature of classroom talk. English Teaching: Practice and Critique. 12 (2), 116-136.
  • Grootenboer, P., Edwards-Groves, C. & Rönnerman, K (2015). The practices of ‘middle leading’ in mathematics education. Margaret Marshman, Vince Geiger & Anne Bennison (Eds), Proceedings of Mathematics on the margins, The 38th annual conference of the Mathematics Education Research Group of Australasia, Sunshine Coast. QLD: MERGA.
  • Rönnerman, K., Edwards-Groves, C. & Grootenboer, P., (2015). Opening up communicative spaces about ‘quality practices’ in early childhood education through middle leadership. Nordic Journal of Studies in Educational Policy. 1(3).
  • Grootenboer, P., & Edwards-Groves, C. (2014). Mathematics teaching as praxis. In Judy Anderson, Michael Cavanagh, & Anne Prescott (Eds.). In “Curriculum in Focus: Research Guided Practice”. Proceedings of 37th annual conference of the Mathematics Education Research Group of Australasia, Sydney. Sydney: MERGA.
  • Edwards-Groves, C. (2014). Learning Teaching Practices: the role of critical mentoring conversations in teacher education. Journal of Education and Training Studies. 2 (2), 151-166 http://education.waikato.ac.nz/research/files/etpc/files/2013v12n2art7.pdf
  • Edwards-Groves, C., & Rönnerman, K. (2013). Generating leading practices through professional learning. Professional Development in Education, 39(1), 122-140.
  • Edwards-Groves, C. (2012). Interactive creative technologies: Changing learning practices and pedagogies in the writing classroom. Australian Journal of Language and Literacy, 35(1), 99-114.
  • Edwards-Groves, C., & Hoare, R. (2012). ‘Talking to learn’: Focusing teacher education on dialogue as a core practice for teaching and learning. Australian Journal of Teacher Education, 37(8), 82-100.
  • Hardy, I., Edwards-Groves, C. & Rönnerman, K. (2012). Collaborative learning as a travelling practice: How practices of learning travel. Educational Practice and Theory, 34(2), 5-22.
  • Edwards-Groves, C. (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25(1), 49-64.
  • Smith, T. A., Edwards-Groves, C., & Brennan Kemmis, R. (2010). Pedagogy, Education and praxis. Pedagogy, Culture and Society, 18(1), 1-8.
  • Edwards-Groves, C., Brennan Kemmis, R., Hardy, I., & Ponte, P. (2010).  Relational architectures: Recovering solidarity and agency as living practices in education. Pedagogy, Culture and Society, 18(1), 43-54.
  • Kemmis, S., Wilkinson, J., Hardy, I., & Edwards-Groves, C. (2009).  Leading and Learning: Developing ecologies of educational practices. Inspiring Innovative Research in Education.1-29.
  • Edwards-Groves, C. & Langley, M. (2009).  i-Kindy: Responding to home technoliteracies in the kindergarten classroom. Teacher Education, 35(1), 89-103.
  • Edwards-Groves, C. with Murray, C. (2008). Enabling voice: The perspectives of schooling from Aboriginal youth at risk of entering the juvenile justice system. The Australian Journal of Indigenous Education, 37, 165-177.
  • Edwards-Groves, C. (1996). What counts as literacy in middle primary classrooms: the construction of lessons in literacy. NSW ESL and Literacy Research Node Journal, Sydney, October 19, 1996.
  • Edwards-Groves, C. (1994). A Comparison of Interaction between Reading Recovery and Classroom Reading Programs.  NSW ESL and Literacy Research Node Journal, Sydney, 1994.

Non-refereed journal articles (invited)

  • Edwards-Groves, C. (2015). 'One click' and... new conversations and new learning practices in schools. Invited article in Practically Primary. 20 (3), 23-24.
  • Edwards-Groves, C. (2014). Talk Moves: A repertoire of practices for productive classroom dialogue. Invited article in, PETAA PAPERs 195. Newtown, Sydney: Primary English Teaching Association Australia.
  • Edwards-Groves, C. (2006). Boys to men: Let our voice, our dreams be heard. Invited article, in Aboriginal In-Focus NSW ANTaR Publication: Australians for Native Title and Reconciliation, August.
  • Edwards-Groves, C. (1999). Explicit Teaching: Focusing Teacher Talk on Literacy. Invited article in Primary English Notes PEN 118, Primary English Teachers Association Australia (PETAA), Sydney, NSW: PETAA.

Reports of research and commissioned evaluations

  • Edwards-Groves, C. & Grootenboer, P. (2018). Thales-CSIRO Program Commissioned Evaluation. CSIRO
  • Groundwater-Smith, S., McIntyre, A., Kemmis, S., & Edwards-Groves, C. (2017). Program evaluation How2Learn, January 2017.
  • Edwards-Groves, C. & Davidson, C., (2016). Researching dialogic pedagogies for literacy learning across the primary years. Primary English Teachers Association Australia. Newmarket, Sydney: PETAA, November, 16. http://www.petaa.edu.au/imis_prod/w/About/ResearchGrant.aspx/#2015project
  • Kemmis, S., Edwards-Groves, C., & Wilkinson, J. (2016). Secondary School Project: Eucalyptus College. Report to Catholic Schools Office, Wagga Wagga Diocese, Wagga Wagga, NSW.
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