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.
||Teacher Effectiveness, Research Method, Critique
The International Journal of Learning, Volume 16, Issue 1, pp.223-234.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.152MB).
Lecturer in Teacher Education, Education, RMIT University, Melbourne, Victoria, Australia
I have been a classroom teacher practitioner (high school maths/science teacher) for twenty years. I have recently been appointed as lecturer in teacher education at RMIT University in Melbourne, Australia. I have a Masters of Education (by research) and am interested in critical theory, research method(s) in education as it applies to teacher practice, and theory and philosophy of education. I am currently working towards a PhD in the area of teacher effectiveness. I have presented on the issue of teacher effectiveness at the Australian Association for Research in Education (AARE) conferences in 2005 and 2006.
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