Are Teachers Still the 'Problem'? An Analysis of the NSW Education "What Works Best" Documents

Autor/in	Fuller, Brad Anthony
Titel	Are Teachers Still the 'Problem'? An Analysis of the NSW Education "What Works Best" Documents
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 8, S.87-99, Artikel 6 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Educational Policy; Evidence Based Practice; Neoliberalism; Educational Change; Governance; Teacher Supervision; Foreign Countries; Intervention; Global Approach; Policy Analysis; Teacher Evaluation; Teaching Methods; Teacher Effectiveness; Classroom Techniques; Teacher Collaboration; Outcomes of Education; Administrative Organization; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Ausland; Globales Denken; Politikfeldanalyse; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Lehrerkooperation; Lernleistung; Schulerfolg; Australien
Abstract	This paper interrogates Stacey's assertion that New South Wales (NSW) education policy is underpinned by a 'particular instance of neoliberalisation' which has significant 'direct and material impacts' on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation's What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, teachers are being 'governed at a distance' through documents such as What Works Best. It is hoped this paper might provide teachers with 'insights and arguments to help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices'. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01