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The class/teacher effects distortion : a critique of purely positivist teacher effectiveness research and inquiry

Skourdoumbis, Andrew 2009, The class/teacher effects distortion : a critique of purely positivist teacher effectiveness research and inquiry, International journal of learning, vol. 16, no. 1, pp. 223-233.

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Title The class/teacher effects distortion : a critique of purely positivist teacher effectiveness research and inquiry
Author(s) Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Journal name International journal of learning
Volume number 16
Issue number 1
Start page 223
End page 233
Total pages 11
Publisher Common Ground Publishing
Place of publication Altona, Vic.
Publication date 2009-07-31
ISSN 1447-9494
1447-9540
Keyword(s) teacher effectiveness
research method
critique
Summary The current educational context, with its emphasis upon outcomes and accountability, explicitly centralizes the work and role of the classroom teacher in the learning process. This paper argues that the teacher effectiveness debate increasingly represents an intensified incursion into the classroom in the belief that social and educational disadvantage may be overcome if improvements to the effectiveness of teachers and classroom instruction and practice occur. 
Language eng
Field of Research 130101 Continuing and Community Education
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2009
Copyright notice ©2009, Common Ground Publishing
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051336

Document type: Journal Article
Collections: School of Education
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Created: Sat, 16 Mar 2013, 14:14:40 EST by Andrew Skourdoumbis

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.