Classroom Teacher Effectiveness Research: A Conceptual Critique

Autor/inn/en	Skourdoumbis, Andrew; Gale, Trevor
Titel	Classroom Teacher Effectiveness Research: A Conceptual Critique
Quelle	In: British Educational Research Journal, 39 (2013) 5, S.892-906 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3008
Schlagwörter	Foreign Countries; Teacher Effectiveness; Underachievement; Outcomes of Education; Academic Achievement; Student Improvement; Educational Research; Educational Strategies; Educational Policy; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Performance deficiency; Leistungsschwäche; Lernleistung; Schulerfolg; Schulleistung; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10