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ERIC Number: EJ1138995
Record Type: Journal
Publication Date: 2017-Mar
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1740-2743
Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions
Skourdoumbis, Andrew
Journal for Critical Education Policy Studies, v15 n1 p42-59 Mar 2017
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.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A