Re-thinking teacher quality in high-poverty schools in Australia

Book chapter


Burnett, Bruce and Lampert, Jo. (2015) Re-thinking teacher quality in high-poverty schools in Australia. In In G. W. Noblit and W. T. Pink (Ed.). Education, Equity, Economy: Crafting a New Intersection pp. 51 - 72 Springer. https://doi.org/10.1007/978-3-319-21644-7
AuthorsBurnett, Bruce and Lampert, Jo
EditorsG. W. Noblit and W. T. Pink
Abstract

As is the case globally, Australian schools that serve high-poverty communities most often employ the least experienced, least prepared teachers. Beginning with a discussion of poverty in Australia this chapter draws on 6 years of learnings from Australia’s National Exceptional Teachers for Disadvantaged Schools [NETDS] program to examine how social justice can be taught within a mainstream Initial Teacher Education program in an increasingly neoliberal climate where teacher education curriculum around social justice struggles to fi nd a place within the current discourses of quality teaching and its preoccupations with standards, accountability, and high-stakes testing.

Keywordseducation: equity; economy; initial teacher education; educational disadvantage; high-poverty schools; social justice
Page range51 - 72
Year2015
Book titleEducation, Equity, Economy: Crafting a New Intersection
PublisherSpringer
Place of publicationSwitzerland
ISBN9783319216447
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-21644-7
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Journal citation1, pp. 51 - 72
Permalink -

https://acuresearchbank.acu.edu.au/item/87y10/re-thinking-teacher-quality-in-high-poverty-schools-in-australia

Restricted files

Publisher's version

  • 10
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Ict in adolescence: using technology to re-engage vulnerable students
Armitage, Chrystal, Mollenhauer, Naomi, Burnett, Bruce and Lampert, Jo. (2017) Ict in adolescence: using technology to re-engage vulnerable students. In In B. Saggers (Ed.). Developing Positive Classroom Environments: Strategies for nurturing adolescent learning pp. 308 - 319 Allen & Unwin.
Forward to special issue: Teacher education for high poverty schools
Lampert, Jo and Burnett, Bruce. (2017) Forward to special issue: Teacher education for high poverty schools. Australian Journal of Teacher Education. 42(4), pp. 1 - 7. https://doi.org/10.14221/ajte.2017v42n4.1
The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools
Scholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela. (2017) The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education. 42(4.3), pp. 19 - 43. https://doi.org/10.14221/ajte.2017v42n4.3
It's not about the punitive: exploring how early-career teachers in high-poverty schools respond to critical incidents
Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2017) It's not about the punitive: exploring how early-career teachers in high-poverty schools respond to critical incidents. Critical Studies in Education. https://doi.org/10.1080/17508487.2017.1385500
Introduction
Lampert, Jo and Burnett, Bruce. (2016) Introduction. In In J.o Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 1 - 8 Springer. https://doi.org/10.1007/978-3-319-22059-8_1
Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program
Burnett, Bruce and Lampert, Jo. (2016) Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program. In In J. Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 73 - 94 Springer. https://doi.org/10.1007/978-3-319-22059-8
'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession
Lampert, Jo, Lampert, Jo, Burnett, Bruce and Lebhers, Stevie. (2016) 'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession. Teaching and Teacher Education. 58, pp. 35 - 42. https://doi.org/10.1016/j.tate.2016.04.006
Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools
Lampert, Jo and Burnett, Bruce. (2015) Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools. In In T. Ferfolja, C.J. Díaz and J. Ullman (Ed.). Understanding Sociological Theory for Educational Practices pp. 76 - 89 Cambridge University Press.
Teacher education for high-poverty schools: keeping the bar high
Lampert, Jo and Burnett, Bruce. (2014) Teacher education for high-poverty schools: keeping the bar high. In In S. Gannon and W. Sawer (Ed.). Contemporary Issues of Equity in Education pp. 115 - 129 Cambridge Scholars Publishing.
Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'
Lampert, Jo, Burnett, Bruce, Martin, Rebecca and McCrea, Lisa. (2014) Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'. Australasian Journal of Early Childhood. 39(1), pp. 82 - 88.
Teacher education targeting high-poverty schools : The national exceptional teachers for disadvantaged schools program
Burnett, Bruce, Lampert, Jo, Patton, Wendy A. and Comber, Barbara. (2014) Teacher education targeting high-poverty schools : The national exceptional teachers for disadvantaged schools program. American Educational Research Association. United States of America: American Educational Research Association. pp. 1-5
I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia
Burnett, Bruce, Lampert, Jo and Crilly, Karen. (2013) I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia. International Education Journal: Comparative Perspectives. 12(1), pp. 161 - 179.
Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education
Burnett, Bruce and Lampert, Jo. (2013) Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education. American Educational Research Association Annual Meeting. United States of America: American Educational Research Association. pp. 1 - 5
Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs
Lampert, Jo, Burnett, Bruce, Patton, Wendy A., Lee Hong, Anita and Anderson, Joel. (2013) Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs. Journal of Australian Indigenous Issues. 16(4), pp. 27-42.
Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study
Kuyken, W, Weare, K, Ukoumunne, Obioha, Vicary, R, Motton, N, Burnett, R, Cullen, C, Hennelly, S and Huppert, Felicia. (2013) Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study. British Journal of Psychiatry. https://doi.org/10.1192/bjp.bp.113.126649
Reflections from early career graduates of the exceptional teachers for disadvantaged schools project
Lampert, Jo, Burnett, Bruce and Comber, Barbara. (2013) Reflections from early career graduates of the exceptional teachers for disadvantaged schools project. Education and Poverty: Theory, Research, Policy and Praxis: Proceedings of AERA Annual Meeting 2013. United States of America: American Educational Research Association. pp. 1 - 4
Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'
Lampert, Jo, Burnett, Bruce and Davie, Sue. (2012) Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'. English in Australia. 47(3), pp. 69 - 77.
Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project
Lampert, Jo and Burnett, Bruce. (2012) Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project. American Research in Education Association National Conference, (AREA), 14-17 April 2012. Canada: American Research in Education Association. pp. 1 - 7
Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education
Lampert, Jo, Burnett, Bruce and Anderson, Joel. (2012) Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education Australia: University of South Australia.
Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education
Lampert, Jo and Burnett, Bruce. (2012) Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education. ‘Going for gold! Reshaping teacher education for the future’, the annual conference of the Australian Teacher Education Association (ATEA), Adelaide, 1–4 July.. Australia: Australian Teacher Education Association. pp. 1 - 10
Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education
Wada, Masato and Burnett, Bruce. (2011) Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education. Bulletin of Center for the Research and Support of Educational Practice. 7, pp. 69 - 78.
Teacher education and the targeting of disadvantage
Burnett, Bruce and Lampert, Jo. (2011) Teacher education and the targeting of disadvantage. Creative Education. 2(5), pp. 446 - 451. https://doi.org/10.4236/ce.2011.25064
Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion
Burnett, Bruce. (2011) Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion. Discourse: studies in the cultural politics of education. 32(1), pp. 43 - 56. https://doi.org/10.1080/01596306.2011.537070
ICT for blended learning Queensland University of Technology, Australia
Burnett, Bruce. (2011) ICT for blended learning Queensland University of Technology, Australia. In In UNESCO (Ed.). ICT for Higher Education Case Studies from Asia and the Pacific pp. 78 - 102 Unesco.