Whitty, G and Gore, J (2017) Improving teaching: some lessons for the UK from Australia [blog post]. International Education News.
Abstract
Why on earth would we look to Australia for lessons about education? After all, its PISA scores have dropped down the rankings where they now sit alongside those of many other OECD nations. What does Australia have to offer that differs from the apparently more successful countries in Scandinavia and East Asia that have often been the focus of policy tourism? One answer is, of course, that PISA is not the be-all and end-all of educational assessment. But another reason is that other factors have overridden ‘PISA envy’ for countries like the US and UK, which are much more similar to each other than they are to either Finland or Shanghai-China. Their continuing mutual interest in each other’s reforms probably lies with shared social and political networks and assumptive worlds – and, of course, a common language with which to describe reforms.
| Item Type: | Other |
|---|---|
| Note: | In this latest post in the Leading Futures Series, edited by Alma Harris and Michelle Jones, Jenny Gore and Geoff Whitty describe an alternative approach to improving teaching that challenges predominant forms of accountability. Drawing from their public lecture at Bath Spa University on May 17, 2017, with a focus on the potential of Gore’s work in Australia on Quality Teaching Rounds, they suggest that the approach should now be trialed elsewhere. Jenny Gore is Professor of Education and Geoff Whitty holds a Global Innovation Chair at the University of Newcastle, Australia. |
| Divisions: | School of Education |
| Date Deposited: | 05 Sep 2017 10:04 |
| Last Modified: | 15 Aug 2021 09:47 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/10015 |
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