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

The current educational context, with its emphasis upon outcomes and accountability, explicitly centralizes the work and role of the classroom teacher practitioner in the learning outcomes of students. 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. © Common Ground, Gohar Marikyan, All Rights Reserved.