By Dr Meghan Stacey

Journal articles

Lee JS; Stacey M, 2024, 'Fairness perceptions of income-based educational inequality: The impact of social class and ideological orientations', Australian Journal of Social Issues, http://dx.doi.org/10.1002/ajs4.321

Stacey M, 2024, 'Pre-service teachers’ views of schools as workplaces in a system of social, cultural and religious division: to be “selfish” or to be a “hero”?', Educational Review, 76, pp. 259 - 276, http://dx.doi.org/10.1080/00131911.2022.2027347

Stacey M; Mockler N, 2024, 'Recruiting the ‘quality teacher’: equity, faith, and passion', Discourse, 45, pp. 1 - 13, http://dx.doi.org/10.1080/01596306.2023.2216648

Stacey M; Gavin M; Fitzgerald S; McGrath-Champ S; Wilson R, 2024, 'Reducing teachers’ workload or deskilling ‘core’ work? Analysis of a policy response to teacher workload demands', Discourse, 45, pp. 187 - 199, http://dx.doi.org/10.1080/01596306.2023.2271856

Stacey M; McGrath-Champ S; Wilson R, 2023, 'Teacher attributions of workload increase in public sector schools: Reflections on change and policy development', Journal of Educational Change, 24, pp. 971 - 993, http://dx.doi.org/10.1007/s10833-022-09476-0

Keddie A; MacDonald K; Blackmore J; Boyask R; Fitzgerald S; Gavin M; Heffernan A; Hursh D; McGrath-Champ S; Møller J; O’Neill J; Parding K; Salokangas M; Skerritt C; Stacey M; Thomson P; Wilkins A; Wilson R; Wylie C; Yoon ES, 2023, 'What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?', Australian Educational Researcher, 50, pp. 1571 - 1597, http://dx.doi.org/10.1007/s13384-022-00573-w

Gavin M; Stacey M, 2023, 'Enacting autonomy reform in schools: The re-shaping of roles and relationships under Local Schools, Local Decisions', Journal of Educational Change, 24, pp. 501 - 523, http://dx.doi.org/10.1007/s10833-022-09455-5

Lee J-S; Stacey M, 2023, 'Fairness perceptions of educational inequality: the effects of self-interest and neoliberal orientations', The Australian Educational Researcher, pp. 1 - 23, http://dx.doi.org/10.1007/s13384-023-00636-6

Lee JS; Lee J; Stacey M, 2023, 'Attributions for underachievement among students experiencing disadvantage and support for public assistance to them', Australian Journal of Social Issues, 58, pp. 573 - 591, http://dx.doi.org/10.1002/ajs4.266

McMahon S; Stacey M; Harwood V; Labib N; Wong A; Daniels-Mayes S, 2023, 'Exploring students’ metaphors for learning in Western Sydney schools', Critical Studies in Education, 64, pp. 1 - 18, http://dx.doi.org/10.1080/17508487.2021.1943476

Thompson G; Creagh S; Stacey M; Hogan A; Mockler N, 2023, 'Researching teachers’ time use: Complexity, challenges and a possible way forward', Australian Educational Researcher, pp. 1 - 24, http://dx.doi.org/10.1007/s13384-023-00657-1

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, ahead-of-print, pp. 1 - 20, http://dx.doi.org/10.1080/00131911.2023.2196607

McGrath-Champ S; Gavin M; Stacey M; Wilson R, 2022, 'Collaborating for policy impact: Academic-practitioner collaboration in industrial relations research', Journal of Industrial Relations, 64, pp. 759 - 784, http://dx.doi.org/10.1177/00221856221094887

Gavin M; McGrath-Champ S; Stacey M; Wilson R, 2022, 'Women’s participation in teacher unions: Implications of a ‘triple burden’ for union gender equality strategies', Economic and Industrial Democracy, 43, pp. 830 - 852, http://dx.doi.org/10.1177/0143831X20958481

Stacey M, 2022, 'Deficit discourses and teachers’ work: the case of an early career teacher in a remote Indigenous school', Critical Studies in Education, 63, pp. 64 - 79, http://dx.doi.org/10.1080/17508487.2019.1650383

McGrath-Champ S; Fitzgerald S; Gavin M; Stacey M; Wilson R, 2022, 'Labour Commodification in the Employment Heartland: Union Responses to Teachers’ Temporary Work', Work, Employment and Society, 37, pp. 1165 - 1185, http://dx.doi.org/10.1177/09500170211069854

Stacey M; Gavin M; Gerrard J; Hogan A; Holloway J, 2022, 'Teachers and Educational Policy: Markets, Populism, and Im/Possibilities for Resistance', Education Policy Analysis Archives, 30, http://dx.doi.org/10.14507/EPAA.30.7407

Stacey M; Fitzgerald S; Wilson R; McGrath-Champ S; Gavin M, 2022, 'Teachers, fixed-term contracts and school leadership: toeing the line and jumping through hoops', Journal of Educational Administration and History, 54, pp. 54 - 68, http://dx.doi.org/10.1080/00220620.2021.1906633

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, pp. 170 - 188, http://dx.doi.org/10.1080/03054985.2020.1822794

Mills M; Mockler N; Stacey M; Taylor B, 2021, 'Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism', Teaching Education, 32, pp. 77 - 98, http://dx.doi.org/10.1080/10476210.2020.1843617

Mills M; Mockler N; Stacey M; Taylor B, 2021, '‘The village and the world’: research with, for and by teachers in an age of data', Teaching Education, http://dx.doi.org/10.1080/10476210.2020.1868141

Stacey M; Talbot D; Buchanan J; Mayer D, 2020, 'The development of an Australian teacher performance assessment: lessons from the international literature', Asia-Pacific Journal of Teacher Education, 48, pp. 508 - 519, http://dx.doi.org/10.1080/1359866X.2019.1669137

Stacey M; Wilson R; McGrath-Champ S, 2020, 'Triage in teaching: the nature and impact of workload in schools', Asia Pacific Journal of Education, 42, pp. 1 - 14, http://dx.doi.org/10.1080/02188791.2020.1777938

Parding K; McGrath-Champ S; Stacey M, 2020, 'Governance reform in context: Welfare sector professionals’ working and employment conditions', Current Sociology, 69, pp. 001139212090985 - 001139212090985, http://dx.doi.org/10.1177/0011392120909859

McGrath-Champ S; Stacey M; Wilson R; Fitzgerald S; Rainnie A; Parding K, 2019, 'Principals’ support for teachers’ working conditions in devolved school settings: Insights from two Australian States', Educational Management Administration and Leadership, 47, pp. 590 - 605, http://dx.doi.org/10.1177/1741143217745879

Stacey M, 2019, '‘If you’re wrong for the place you just don’t survive’: examining the work of early career teachers in context', Teachers and Teaching: Theory and Practice, 25, pp. 404 - 417, http://dx.doi.org/10.1080/13540602.2019.1621828

Fitzgerald S; Stacey M; McGrath-Champ S; Parding K; Rainnie A, 2018, 'Devolution, market dynamics and the Independent Public School initiative in Western Australia: ‘winning back’ what has been lost?', Journal of Education Policy, 33, pp. 662 - 681, http://dx.doi.org/10.1080/02680939.2017.1412502

Fitzgerald S; McGrath-Champ S; Stacey M; Wilson R; Gavin M, 2018, 'Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork', Journal of Industrial Relations, 61, pp. 613 - 636, http://dx.doi.org/10.1177/0022185618801396

Parding K; McGrath-Champ S; Stacey M, 2017, 'Teachers, school choice and competition: Lock-in effects within and between sectors', Policy Futures in Education, 15, pp. 113 - 128, http://dx.doi.org/10.1177/1478210316688355

Stacey M, 2017, 'The teacher "problem': an analysis of the NSW education policy Great Teaching, Inspired Learning', DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 38, pp. 782 - 793, http://dx.doi.org/10.1080/01596306.2016.1168778

Stacey M, 2016, 'Middle-class parents' educational work in an academically selective public high school', CRITICAL STUDIES IN EDUCATION, 57, pp. 209 - 223, http://dx.doi.org/10.1080/17508487.2015.1043312

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