Is it really the teachers? An analysis of the discourse of teacher effects on New Zealand educational policy

New Zealand Journal of Educational Studies

Volumn 39, Issue 2, 2004, Pages 175-192

  Nash, Roy ^a   Prochnow, Jane ^a  

^a MASSEY UNIVERSITY   (New Zealand)

Author keywords

Educational discourse; Educational policy; Social differences in educational achievement; Teacher effects; Teacher expectations

Indexed keywords

EID: 24944534012     PISSN: 00288276     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (33)

1. Alton-Lee, A. (2003). Quality teaching for diverse students in schools: Best evidence synthesis. Wellington: Ministry of Education.
2. Bhaskar, R. (1997). A realist theory of science. London: Verso.
3. Beck, U. (1992). Risk society: Towards a new modernity, trans., M. Ritter. London: Sage.
4. Brighouse, H. (2003). How dumb is educational research? A response to John Wilson, Educational Research, 45, 121-133.
5. Chamberlain, M. (2000). The National Assessment Strategy and the relationship between teaching, learning and student achievement. Wellington: Ministry of Education. Retrieved June 21, 2004, from http://www.tiki.org.nz/ assessment/research/pdf/marychmberlain.pdf
6. Cuttance, P. (1998). Quality assurance reviews as a catalyst for school improvement in Australia. In A. Leiberman, M. Fullan & D. Hopkins (Eds.), International handbook of educational change, Part 2 (pp. 1135-1162). Dordrecht, Holland: Kluwer Academic.
7. Davies, D. (2001). School entry assessment, July 1997-December 2000. Wellington: Ministry of Education.
8. Fergusson, D. M., Lloyd, M. and Horwood, L. J., (1991) Family ethnicity, social background and scholastic achievement - An eleven-year-old longitudinal survey, New Zealand Journal of Educational Studies, 26, 49-64.
9. Gonzalez, E. J. & Kennedy, A. M. (Eds.), (2003). PIRLS 2001 user guide for the international database. Boston, MA: International Study Center, Lynch school of Education, Boston College.
10. Great expectations in the classroom. (2003, July 25). The Dominion Post, p. B4.
11. Greenwald, B., Hedges, L. V. & Laine, R. D. (1996). The effect of school resources on student achievement, Review of Educational Research, 66, 361-396.
12. Hammersley, M. (2004). Some questions about evidence-based practice in education. In G. Thomas & R. Pring (Eds.), Evidence-based practice in education (pp. 133-149). Buckingham, UK: Open University Press.
13. Hattie, J. (1987). Identifying the salient facets of a model of student learning: A synthesis of meta-analyses, International Journal of Educational Research, 11, 187-212.
14. Hattie, J. (1992). Measuring the effects of schooling, Australian Journal of Education, 36, 5-13.
15. Hattie, J. (1999). Influences on student learning. Auckland: University of Auckland Inaugural Lecture, August 2. Retrieved 1 May, 2002, from http://www.arts.auckland.ac.nz/edu/staff/jhattie/inaugural.htm
16. Hattie, J. (2003) Teachers make a difference: What is the research evidence? Hawthorn, Victoria: Australian Council for Educational Research.
17. Hattie, J., Briggs, J. & Purdie, N. (1996). Effects of learning skills interventions on student learning: a meta-analysis, Review of Educational Research, 66, 99-136.
18. International Association for the Evaluation of Educational Achievement. (2003). PIRLS 2001 User guide for the international database, Supplement one, International version of the background questionnaire. Boston, MA: Lynch School of Education, Boston College.
19. "It's the teachers, stupid", (2004, June 13). Sunday Star Times, p. C10.
20. Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CN: Praeger.
21. Mallard, T. (2003). Hon Trevor Mallard: Best teaching practices to be developed. Email message May 7, from announce@executive.govt.nz
22. Ministry of Education. (2002). Curriculum stocktake, report to the Minister of Education, September, 2002: Section 2: The quality of the New Zealand curriculum and te marautanga Aotearoa, p. 7. Retrieved May 1, 2004, from http:www.mined.govt.nz/index.cfm?layout=document&documentid=78238=&goto =00-02#TopOfPage
23. Ministry of Education (2004a). A report on the compulsory schools sector in New Zealand. Wellington: Author.
24. Ministry of Education (2004b). Impact of teaching and schools on variance in outcomes. Retrieved June 21, 2004, from http://www.mined.govt.nz/index.cfm? layout=document&documentid=06798data=1
25. Murray, C. & Hernnstein, R. J. (1994). The bell curve: Intelligence and class structure in American life. New York: Fress Press.
26. Nash, R. (2003). Progress at school: pedagogy and the care for knowledge, Teaching and Teacher Education, 19(7), 755-767.
27. Nash, R. (2005). Cognitive habitus and collective intelligence: concepts for the explanation of inequality of educational opportunity, Journal of Education Policy, 20, 1-22.
28. Nye, B., Konstantopoulos, S. & Hedges, L. V. (2004). How large are teacher effects? American Educational Research Association, Conference Paper, San Diego, April.
29. Phillips, G., McNaughton, S. & MacDonald, S. (2002). Picking up the pace: Effective literacy interventions for accelerated progress over the transition into decile 1 schools. Wellington: Ministry of Education. Retrieved August 1, 2003, from http://www.mineduc.gvt.nz/goto/pickingupthepace
30. Tatto, M. T. & Coupland, D. B. (2003). Teacher education and teachers' beliefs: theoretical and measurement concerns. In J. Raths & A. C. McAnich (Eds.), Teacher beliefs and classroom performance: the impact of teacher education (pp. 123-181). Greenwich, CT: Information Age Publishing.
31. Wartofsky, M. W. (1979). Models: Representations and the scientific understanding. Dordrecht, Holland: Reidel.
32. Wilson, J. (2003). Dumbing down educational research, Educational Research, 45, 119-127.
33. Wylie, C., Thompson, J. & Hendricks, A. K. (1996). Competent children at 5: Families and early education, a report to the Ministry of Education by the NZCER. Wellington: New Zealand Council for Educational Research.