The 'Class/Teacher' Effects Distortion: A Critique of Purely Positivist Teacher Effectiveness Research and Inquiry Teacher Effectiveness Research
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 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 occurs.
Keywords: Teacher Effectiveness, Research Method, Critique
Lecturer in Teacher Education, Education, RMIT University