NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020415
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1359-866X
The (Mis)Identification of Ineffective Classroom Teaching Practice: Critical Interrogations of Classroom Teacher Effectiveness Research
Skourdoumbis, Andrew
Asia-Pacific Journal of Teacher Education, v41 n4 p350-362 2013
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A