Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions Skourdoumbis, Andrew 2017, Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions, Journal for critical education policy studies, vol. 15, no. 1, Spring, pp. 42-59. Attached Files Name Description MIMEType Size Downloads Title Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions Author(s) Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285 Journal name Journal for critical education policy studies Volume number 15 Issue number 1 Season Spring Article ID 1 Start page 42 End page 59 Total pages 17 Publisher Institute for Education Policy Studies Place of publication Northampton, Eng. Publication date 2017-03-01 ISSN 1740-2743 Keyword(s) teacher quality teacher effectiveness teaching practice education policy economy complexity Summary This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic intricacies, notions of teacher quality and teacher effectiveness specifically target classroom instruction as the encounter of influence ripe for change singling out teacher education for policy action. In using aspects of critical theory, the paper explores how contemporary education policy discourse treats notions of teacher quality and teacher effectiveness. The paper situates its argument within a critical framework, bordered by the reference points of “governmentalization” and a “logic(s) of practice”. In doing so, the paper canvasses the two major discourses of reform in education policy, highlighting the dominant influence of technocratic conceptions of “the teacher” and their role in a nation’s economy. An upshot is the resultant attenuation of complexity in matters related to teacher quality, teacher effectiveness, student achievement and the part they all play in a new world of economic instability. Language eng Field of Research 130202 Curriculum and Pedagogy Theory and Development 13 Education 16 Studies In Human Society Socio Economic Objective 930201 Pedagogy HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©[2017, Institute for Education Policy Studies] Persistent URL http://hdl.handle.net/10536/DRO/DU:30092936 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (open access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 04 Apr 2017, 12:32:13 EST Wed, 05 Apr 2017, 05:00:53 EST Sat, 15 Apr 2017, 02:40:21 EST Sat, 28 Oct 2017, 05:02:51 EST Tue, 31 Oct 2017, 13:43:23 EST Tue, 31 Oct 2017, 13:45:43 EST Thu, 10 May 2018, 10:35:18 EST Filtered Full Citation counts:   Cited 2 times in TR Web of Science Cited 2 times in Scopus Search Google Scholar Access Statistics: 265 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Tue, 04 Apr 2017, 12:32:13 EST

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.