Skourdoumbis, A. and Gale, T. (2013) Classroom teacher effectiveness research: a conceptual critique. British Educational Research Journal, 39(5), pp. 892-906. (doi: 10.1002/berj.3008)
Full text not currently available from Enlighten.
Abstract
Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under-achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quantified and improvements in students' academic achievement can be solely attributed to and/or sole responsibility placed on the pedagogic strategies employed by teachers. Drawing on the theoretical resources of Foucault and Bourdieu, the paper argues further that teacher effectiveness research is flawed in both means and ends. It concludes that in its ranking of student and teacher performance, such research actually works against the purposes of education; specifically, authentic teaching and learning.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Gale, Professor Trevor |
| Authors: | Skourdoumbis, A., and Gale, T. |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | British Educational Research Journal |
| Publisher: | Taylor and Francis |
| ISSN: | 0141-1926 |
| ISSN (Online): | 1469-3518 |
University Staff: Request a correction | Enlighten Editors: Update this record
Deposit and Record Details
Deposit and Record Details