Publications

Books:

• Burns, A., Edwards, E., & Ellis, N. J. (2022). Sustaining Action Research.  Routledge.

Chapters in Books:

• Edwards, E., & Ellis, N. J. (2025). Institutional development through action research. In A. Burns, & K. Dikilitas (Eds.), The Routledge Handbook of Language Teacher Action Research (pp. 318-329). Routledge. 

• Clarke, M., Michell, M., & Ellis, N.  J. (2022). Dialectics of development. In M. Clarke (Ed.), Education and the Fantasies of Neoliberalism: Policy, Politics and Psychoanalysis (pp. 120-139). Routledge. 

Articles in Refereed Journals:

• Alonzo, D., Ellis, N. J. , & Nguyen, H. T. M. (2025). A Set of Effective Mentoring Standards. A Theoretically and Empirically-Driven Framework. Teaching and Teacher Education, 168, 105228.

• Luong, P. N. H., Burns, A., & Ellis, N. J. (2024). Professional Learning Support Needs of “Native English-Speaking Teachers” at Foreign Language Centres in Vietnam. European Journal of Applied Linguistics and TEFL, 13(2), 65-86.

• Lee, J., Lee, J. S., & Ellis, N.J. (2023). Public Opinion about National Large-Scale Student Assessment:  A Case of NAPLAN in Australia. Educational Assessment, 28(3), 137-155.

• Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, 103072.

• Lee, J., McArthur, W., & Ellis, N.J. (2019). NAPLAN versus In-School Assessment: How Similar or Different are Students’ Results? Curriculum and Teaching, 34(2), 5-25.

• Edwards, E. & Ellis, N.J. (2019). Action research remodelled in a competitive, profit-oriented sector: teachers' and managers' perspectives. Educational Action Research, 28(3), 480-496.

• Clarke, M., Michell, M., & Ellis, N. J. (2017). Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal. Teaching Education, 28(2), 115-130. 

• Ellis, N.J., & Loughland, T. (2017).  ‘Where to next?’ Examining feedback received by teacher education students. Issues in Educational Research, 27(1), 51-63. 

• Loughland, T., & Ellis, N.J. (2016). A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions. Australian Journal of Teacher Education, 41(7), 56-69. 

• Ellis, N.J., & Loughland, T. (2016). The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW. Australian Journal of Teacher Education, 41(2), 122-136. 

• Ellis, N.J. (2014). Afraid to lose out: the impact of kiasuism on practitioner research in Singapore schools. Educational Action Research, 22(2), 235-350.

• Ellis, N.J., & Armstrong, A.C. (2014). How Context Shapes Professional Learning and Practitioner Research in Schools in Singapore and NSW. Compare: A Journal of Comparative and International Education, 44(3), 435- 454.

• Ellis, N.J., Armstrong, A.C. & Groundwater-Smith, S. (2009). Academics’ views of the value of action research in secondary schools. Synergy, 29, 12-18.

• Ellis, N.J. (1996).  The picture of success; teaching the talented in art in Singapore.  Gifted Child Today Magazine, 19 (6), 1, 22-24.

• Ellis, N.J., & Tay-Koay, S.L. (1995). The Notion of Creativi­ty in Art and the Influence of Cultural Exposure.  Singapore Journal of Education, 15 (2), 52-63.

Articles in Refereed Conference Proceedings:

• Ellis, N. J., & Armstrong, A. C. (2011). What (some) teachers (really) think about practitioner research: views from NSW and Singapore. In Australian Association for Research in Education International Education Research Conference 2010 Conference Proceedings E (Vol. 2149).

• Ellis, N.J., Armstrong, A.C. & Groundwater-Smith, S. (2010). Reviewing action research: From impediments to implementation. In M. Devlin, J. Nagy and A. Lichtenberg (Eds.), Research and Development in Higher Education: Reshaping Higher Education, 33 (pp. 279-288). Melbourne, 6–9 July, 2010.

Papers Presented at Conferences and Forums:

• Ellis, N.J. (2024, Jan 16-18). Data collection and analysis in qualitative research. Paper presented at the Research Engagement Forum,  Al-Mussanah University of Technolgy and Applied Sciences, Oman.

• Alonzo, D., Nguyen, H., Ellis, N.J., & Townend, G. (2023, Jul). Empirical dimensions of supervising teachers’ mentoring skills: Clarifying the roles and responsibilities of mentors.  Australian Teacher Education Conference 2023, Australian Catholic University, North Sydney.

• Lee, J., Lee, J.S., Ellis, N.J., & Lawton, J. (2021, Nov). Australian Public Opinion about NAPLAN: Damned if you do, damned if you don’t. [Poster presentation]. School of Education, UNSW, Sydney.

• Ellis, N.J. & Magill, D. (2016, Mar 30). How is the language of thinking visible? Observing classrooms through instructional rounds. Paper presented at AIS Conference, Building a Whole School Approach to Professional Experience, Barker College, Hornsby.

• Ellis, N.J. (2015, May 21-22). Mentoring in Schools: Professional Learning through Collaborative Inquiry. Paper presented at the IEU Conference, Securing our Future: Best Practice Induction and Mentoring, University of Technology Sydney.

• Ellis, N.J. (2014, Nov 19-21). The remodelling of practitioner research in different contexts: a comparative study of Singapore and Australia. Paper presented at the Asia Pacific Educational Research Association and The Hong Kong Educational Research Association International Conference 2014: Managing Global Changes and Economic Reforms; Asia and Pacific Responses, The Hong Kong Institute of Education, Hong Kong.

• Armstrong, A.C., & Ellis, N.J (2013, June 4). Implementing an Extended Academic Year at UWS. Paper presented at the: Connect, Collaborate, Celebrate: Professional Staff Conference, University of Western Sydney.

• Ellis, N.J., & Armstrong, A.C. (2011, Nov 27 – Dec 1). Different contexts in which practitioner research transpires: NSW and Singapore. Paper presented at the Australian Association for Research in Education: Researching Across Boundaries, Hobart, Australia.

• Ellis, N.J. (2011, Nov 11). Different contexts in which practitioner research transpires: NSW and Singapore. Paper presented at the IeR, NSW Institute for Educational Research, Postgraduate Research Conference 2011, Faculty of Arts and Social Sciences, University of Technology, Sydney, Kuring-Gai Campus Lindfield.

• Ellis, N.J. (2011, Oct 27). Afraid to lose out: The impact of kiasuism on practitioner research in Singapore schools. Paper presented at the Research Students’ Forum, Faculty of Education and Social Work, University of Sydney.

• Ellis, N.J. & Armstrong, A.C. (2010, Nov 30 – Dec 2). What (Some) Teachers (Really) Think about Practitioner Research: Views from NSW and Singapore. Paper presented at the Australian Association for Research in Education: Making a Difference, Melbourne Australia.

• Ellis, N.J. (2010, Oct 28). What (Some) Teachers (Really) Think about Practitioner Research: Views from NSW and Singapore. Paper presented at the Research Students’ Forum, Faculty of Education and Social Work, University of Sydney.

• Ellis, N.J. (2010, Oct 15). What (Some) Teachers (Really) Think about Practitioner Research: Views from NSW and Singapore. Paper presented at the IeR, NSW Institute for Educational Research, Postgraduate Research Conference 2010, Faculty of Arts and Social Sciences, University of Technology, Sydney, Kuring-Gai Campus Lindfield.

• Ellis, N.J., Armstrong, A.C. & Groundwater-Smith, S. (2010, July 6-9). Reviewing Action Research: from impediments to implementation. Paper presented at HERDSA 2010, Reshaping Higher Education, 33rd Annual International Conference, Melbourne, Australia.

• Ellis, N.J. (2009, October 22). Academics’ views of the value of action research in secondary schools. Paper presented at the Research Students’ Forum, Faculty of Education and Social Work, University of Sydney.

• Ellis, N.J. (2009, June 4). Teachers’ experiences as practitioner researchers in secondary schools. Paper presented at the Research Students’ Forum, Faculty of Education and Social Work, University of Sydney.

• Ellis, N.J. (2009, May 22). Teachers’ experiences as practitioner researchers in secondary schools. Paper presented at the IeR, NSW Institute for Educational Research, Postgraduate Research Conference 2009, Faculty of Arts and Social Sciences, University of Technology, Sydney, Kuring-Gai Campus Lindfield.

Theses & Dissertations:

• Ellis, N. J. (2012). Teachers’ experiences as practitioner researchers in secondary schools: A comparative study of Singapore and NSW (Doctoral dissertation). University of Sydney.

• Ellis, N. J. (1992). Art teachers' judgement of creativity in art (Masters dissertation). National University of Singapore.

Reports:

• Ellis, N.J. (2016). Making Professional Experience a positive experience for all stakeholders. Sydney: Association of Independent Schools, NSW.

Articles in Trade Journals, Newspapers & Magazines:

• Ellis, N.J. (2016, June 24). Teacher training comments inaccurate. North Shore Times, p.34.

• Ellis, N, & Osborne, S. (2015). Mentoring-collaborative approach. Independent Education, 45(2), 14

• Ellis, N.J. (Ed.). (2006). Idea. Championing research at Nanyang. Singapore: Nanyang Girls’ High School.

• Ellis, N.J. (Ed.). (2002). Voila. Arts @ Nanyang. Singapore: Nanyang Girls’ High School.

• Ellis, N.J & Tan, W.S. (2001, Dec). Message in a Bottle: From Still life Drawings to Abstract Designs. Articulate, pps. 10-11.

• Ellis, N.J. (2001). A Taste of Atlanta. School Arts, 100 (6), 41 – 43.

• Ellis, N.J. (2000). Where’s the Teapot?  Arts and Activities, 127 (2), 22-23.

• Ellis, N.J. (1998). Architecture in the Art Room: Castles from junk, dream homes from scrap.  Arts and Activities, 123 (4), 36-37, 50.

• Ellis, N.J. (1997, March-April). This thing called creativity. Bright Sparks, pp. 6 -11.

• Ellis, N.J. (1997). Splash, scrape, scratch or planned and precise.  Arts and Activities, 121 (3), 16-17.

• Ellis, N.J. (1997). Distortions and reflections; self-portrait studies in pencil.  Arts and Activities, 121 (2), 30-31.

• Ellis, N.J. (1997). An Impressionist experience. School Arts, 96 (7), 20-21.

• Ellis, N.J. (1997). Demythologizing the process of marking art examinations. Teaching and Learning,17 (2), 15-24.

• Ellis, N.J. (1996, November-December). Inspired by ancient cities. Bright Sparks, pp. 36-41.

• Ellis, N.J. (1996). Figures in perspective: Pop stars, politicians and philosophers. School Arts, 96 (2), 18 -19.

• Ellis, N.J. (1996). An approach to printmaking. School Arts, 95 (7), 31-32.

• Ellis, N.J. (1996, August-September). Nurturing talent in the visual arts. Bright Sparks, pp. 8-11

• Ellis, N.J. (1996). The beauty of underglaze decoration.   Arts and Activities, 119 (1), 1,16-17,48

• Ellis, N.J. (1995, April). A brush with nature.  The Student Today, p.8.

• Ellis, N.J. (1992, October). Land of the rising sun: Sapporo international junior arts camp, Japan. The Student Today, p.3.

• Ellis, N.J. (1992). Coil, blend, spin, shape. School Arts, 92 (3), 21-24.

• Ellis, N.J. (1990). A thematic approach to art education.  Teaching and learning, 10 (2), 9-14.

• Ellis, N.J. (1989). Will the gifted blossom? School arts, 88 (9), 19-22.

Social Media: 

• Loughland, T., & Ellis, N.J. (2016, Nov. 14). Australian Professional Standards for Teachers are useful to teacher education students, here’s how . EduResearch Matters.  http://www.aare.edu.au/blog/?p=1857