The (mis)identification of ineffective classroom teaching practice : critical interrogations of classroom teacher effectiveness research

Skourdoumbis, Andrew 2013, The (mis)identification of ineffective classroom teaching practice : critical interrogations of classroom teacher effectiveness research, Asia-Pacific journal of teacher education, vol. 41, no. 4, pp. 350-362.

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Title The (mis)identification of ineffective classroom teaching practice : critical interrogations of classroom teacher effectiveness research
Author(s) Skourdoumbis, Andrew
Journal name Asia-Pacific journal of teacher education
Volume number 41
Issue number 4
Start page 350
End page 362
Total pages 14
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2013
ISSN 1359-866X
1469-2945
Keyword(s) teacher effectiveness
Foucault
education policy
student achievement
critical theory
Summary This paper critiques specific forms of classroom teacher effectiveness research. In doing so, the paper suggests that education policy-making deems and employs teacher effectiveness research as a promising and capable contrivance for the identification of ineffective classroom teaching practice. The paper engages with this policy debate by using a specific policy example from the Australian state of Victoria, the Victorian Department of Education and Early Childhood Development (DEECD) Blueprint for Government Schools (2003/2008). Moreover, the attention given to “teacher effectiveness” as the means by which school systems aim to reverse student under-achievement positions classroom teachers as the controlling authority over educational outcomes. Indeed, teacher effectiveness is the defining quality of a policy-making debate that at its core dispenses with broader considerations of possible influence thought to substantially affect the learning outcomes of public school students.
Language eng
Field of Research 130213 Vocational Education and Training Curriculum and Pedagogy
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, Routledge
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051335

Document type: Journal Article
Collection: School of Education
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Created: Sat, 16 Mar 2013, 13:42:45 EST by Andrew Skourdoumbis

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