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Classroom teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context

Skourdoumbis, Andrew 2013, Classroom teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context, The international journal of qualitative studies in education, vol. 26, no. 8, pp. 967-985, doi: 10.1080/09518398.2012.724465.

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Title Classroom teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context
Author(s) Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Journal name The international journal of qualitative studies in education
Volume number 26
Issue number 8
Start page 967
End page 985
Total pages 19
Publisher Routledge
Place of publication London, Eng.
Publication date 2013
ISSN 0951-8398
1366-5898
Keyword(s) teacher effectiveness
research and inquiry
public education
policy
Summary This paper has as its focus an analysis of the question and problem of classroom teacher effectiveness research and inquiry. It presents an examination of what counts as valid and worthwhile research in classroom teacher effectiveness studies for the development of education policy within an Australian context, the State of Victoria. The Government’s Blueprint, the major education policy document of the Victorian State Labour Government, outlines its educational approach. Important and core features of government direction for education policy include a focus on social and economic disadvantage. A priority for the Victorian State Labour Government is tangible and measurable improvement in the performance of the public education system. A particular concern is the problem of academic underperformance within public schools, particularly those designated as low-performing and situated in socially and economically disadvantaged communities. Building the capacity of the State’s teacher workforce forms a key component of the Blueprint, and State Government direction in public education. The paper utilises a qualitative theoretical framework. Eight education policy actor/participants were interviewed and their responses analysed using a critical discourse approach. The main findings indicate that education policy actors advocate a strong belief in particular forms of evidence-based research for the development of education policy in the area of classroom teacher effectiveness.
Language eng
DOI 10.1080/09518398.2012.724465
Field of Research 130313 Teacher Education and Professional Development of Educators
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 2012
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051339

Document type: Journal Article
Collection: School of Education
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Created: Sat, 16 Mar 2013, 14:41:40 EST by Andrew Skourdoumbis

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