Professor Joce Nuttall
Associate Professor Joce Nuttall is Program Director of the Early Childhood Futures Research Program in the Learning Sciences Institute Australia, Faculty of Education and Arts, at Australian Catholic University. Joce's research describes, implements, and theorises effective formative interventions in professional learning in early childhood education, particularly in childcare. Most recently this work has focused on capacity-building amongst educational leaders in early childhood settings, using system-wide analyses and actions. Joce has published over fifty books, book chapters, and scholarly articles, and is a regular presented of keynote addresses to international conferences on the areas of teacher development and early childhood curriculum and policy.
Nuttall, J. (in preparation). Work, learning and leadership in early childhood education: A cultural-historical perspective. Rotterdam, The Netherlands: Springer.
Nuttall, J. (2013) Weaving Te WhÄriki: Aotearoa New Zealand’s early childhood curriculum framework in theory and practice (2nd edn.). Wellington, New Zealand: NZCER Press.
Blaise, M., & Nuttall, J. (2010). Learning to teach in the early years classroom. Melbourne, Australia: Oxford University Press.
Edwards, S., & Nuttall, J. (Eds.) (2009). Professional learning in early childhood settings. Rotterdam, The Netherlands: Sense Publishers.
Book chapters (last five years)
Nuttall, J. (in preparation). Theorising curriculum implementation and evaluation. Invited chapter in M. Peters (Ed.), Springer encyclopedia of educational philosophy and theory. Dordrecht, The Netherlands: Springer.
Nuttall, J. (in press). Learning relational agency in professional practice: Negotiating inter-professional hierarchies in a UK hospital. In. A. Edwards (Ed.), Collaborating on complex problems: Cultural-historical accounts of relational work. Buckingham, UK: Cambridge University Press. [Accepted 1 May 2015]
Nuttall, J., & Grieshaber, S. (in press). Early childhood education research and development in Australia. In M. Fleer & B. van Oers (Eds.), International handbook on early childhood education and development. Rotterdam, The Netherlands: Springer. [Accepted 2 August 2014]
Edwards, S., Nuttall, J., Mantilla, A., Wood, E., & Grieshaber, S. (2015). Digital play: What do early childhood teachers see? In S. Bulfin, N. F. Johnston, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 69-84). New York: Palgrave Macmillan.
Nuttall, J. (2013). Curriculum concepts as cultural tools: Implementing Te WhÄriki. In J. Nuttall (Ed.). Weaving Te WhÄriki: Aotearoa New Zealand’s early childhood curriculum framework in theory and practice, (2nd edn.), pp. 177-195. Wellington, New Zealand: NZCER Press.
Nuttall, J., & Edwards, S. (2013) Diverse theories for diverse learners? The Australian Early Years Learning Framework. In J. Georgeson & J. Payler (Eds.) International perspectives on early childhood education and care, pp. 204-215. Buckingham, UK: Open University Press.
Nuttall, J., Seddon, T., & Phan, H. T. T. (2011). Continuing professional learning in the Asia-Pacific region: Tensions and opportunities in teacher knowledge and the governance of education, pp. 293-311. In C. Day (Ed). The Routledge international handbook of teacher and school development. London: Routledge
Scholarly journal articles (last five years)
Henderson, L., & Nuttall, J. (accepted 17 November 2014). A spatial reconsideration of the early childhood-school relationships. Teachers and Teaching: Theory and Practice.
Nuttall, J., Edwards, S., Mantilla, A., Grieshaber, S., & Wood, E. A. (2015). The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula. Professional Development in Education, 41(2), 222-235.
Nuttall, J., & Thomas, L. (2015). Time and temporality in early childhood educators’ work. European Early Childhood Education Research Journal, 23(4). DOI:10.1080/1350293X.2014.970851
Nuttall, J., Thomas, L., & Wood, E. (2014). Travelling policy reforms re-configuring the work of early childhood educators in Australia. Globalisation, Societies and Education, 12(3), 358-372.
Tonyan, H. A., & Nuttall, J. (2014). Connecting cultural models of home-based care and childminders’ aspirations: an eco-cultural analysis. International Journal of Early Years Education, 22(1), 117-138.
Formen, A., & Nuttall, J. (2014). Tensions between discourses of development, religion, and human capital in early childhood education policy: the case of Indonesia. International Journal of Early Childhood, 46(1), 15-31.
Thomas, L., & Nuttall, J. (2014). Negotiating policy-driven and state-mandated expectations of leadership: The discourses accessed by early childhood educators in Australia. New Zealand Research in Early Childhood Education, 17, 101-114.
Nuttall, J., Brennan, M., Zipin, L., Tuinamuana, K., & Cameron, L. (2013). Lost in production: The erasure of the teacher educator in Australian university job advertisements. JET: Journal of Education for Teaching, 39(3), 329-343.
Nuttall, J. (2013). The potential of Developmental Work Research as a professional learning methodology in early childhood education. Contemporary Issues in Early Childhood, 13(3), 201-211.
Nuttall, J., Edwards, S., Lee, S., Mantilla, A., & Wood, E. (2013). The implications of young children’s digital-consumerist play for changing the kindergarten curriculum. Cultural-Historical Psychology, 2013(2), 54-62.
Nuttall, J. (2013). Inter-professional work with young children in hospital: the role of ‘relational agency’. Early Years, 33(4), 413-425.
Nuttall, J. (2012). Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand. New Zealand Journal of Educational Studies, 47(1), 65-78.
Nuttall, J. & Ortlipp, M. (2012). Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers. European Early Childhood Education Research Journal, 20(1), 47-60.
Ortlipp, M. & Nuttall, J. (2011). Supervision and assessment of the early childhood practicum: Experiences of pre-service teachers who speak English as a second language and their supervising teachers. Australasian Journal of Early Childhood, 36 (2), 87-94.
Joce’s recent projects include:
an evaluation of the New Zealand Teachers Council's Guidelines to Support Induction and Mentoring (with NZCER and Deakin University)
a study of the contribution of hospital play therapists to inter-professional work in children's hospital settings (with University College London Hospital, The Children's Hospital at Westmead, and Kidzfirst Hospital Auckland)
- analysis of teacher educators' work in higher education (with Victoria University, Brunel University, University of Auckland, University of Otago, and University of British Columbia)
- the development of educational leadership in early childhood settings (with Gowrie Queensland and Independent Schools Victoria)
- implemenation and evaluation of a leadership development program in early years settings (for City of Knox)
- review of the literature on academic and wellbeing outcomes of single-sex versus co-educational schooling (for Brisbane Grammar School)
- a political position paper to inform pre-election policy (for Gowrie Australia)
In addition to her research and teaching experience, Joce has a long-standing interest in professional capacity building in early childhood and early childhood teacher education, and is a former Governor General’s appointee to the board of the New Zealand Council for Educational Research, assessor for New Zealand’s Teaching and Learning Research Initiative, and member of the New Zealand Childcare Association’s Research Advisory Committee. Joce co-edits Asia-Pacific Journal of Teacher Education, is a regular reviewer for several respected educational research journals, and is Managing Editor of the Journal of Religious Education.
Australian Association for Research in Education (Co-Convenor, Early Childhood Education Special Interest Group)
Australian Teacher Education Association
American Educational Research Association
Australian Research Alliance for Children and Young (ARACY)