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Dr Andrew Skourdoumbis

STAFF PROFILE

Position

Senior Lecturer In Education (Pedagogy And Curriculum)

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Melbourne Burwood Campus

Qualifications

Graduate Diploma in Education, University of Melbourne, 1988
Master of Education, La Trobe University, 2005
Doctor of Philosophy, Deakin University, 2013

Contact

Biography

I am a Senior Lecturer in Curriculum and Pedagogy with major research interests in curriculum theory, education policy analysis, teacher practice, and teacher effectiveness. My research engages with matters of curriculum theory, education policy analysis and teacher practice. I have specific interests in global reform efforts in education that impact teacher practice and the way that exacting methods of research govern education policy and teacher performance.  I have successfully published in leading education journals within Australia and internationally that include, The British Journal of Educational Research, The International Journal of Qualitative Studies in Education and The Asia Pacific Journal of Teacher Education.

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Research interests

Teacher Effectiveness Research
Critical Theory in Education
Education Policy Analysis
Social Justice in Education
Research Methodology
Politics of Education
Science and Maths Education

Knowledge areas

Teacher Effectiveness Research, Curriulum, Educational Theory and Practice, Policy Analysis.

Conferences

• Skourdoumbis, A. (2005). The manufacturing of ‘crises’ in public education: The advance against the public school teacher, in Proceedings of the Australian Association for Research in Education, pp. 1-14.

• Skourdoumbis, A. (2006). Positivist research as illusio: a critical examination of teacher effectiveness debates, in Proceedings of the Australian Association of Research in Education, pp. 1-8.

• Skourdoumbis, A. (2009). The ‘Class/Teacher’ Effects Distortion: A Critique of Purely Positivist Teacher Effectiveness Research And Inquiry. Paper presented at The International Conference On Learning, The University of Barcelona, Barcelona, Spain.


• Skourdoumbis, A. (2010). The Political And Economic Arguments In Contemporary Classroom Teacher Effectiveness Research And Inquiry. Paper presented at the Second International Asian Conference on Education in Osaka, Japan, December 2010.

• Skourdoumbis, A. (2010). The Problem Of Underachievement in Numeracy: Using Bourdieu and Critical Theory to Interpret Academic Achievement. Paper presented at The International Conference On Learning, The Hong Kong Institute of Education, HK.

• Skourdoumbis, A. (2011) A Critical Case Study Of Classroom Teacher Effectiveness Research. Paper presented at the European Conference on Education Research at the Freie University, Berlin, Germany and at The British Education Research Conference, Institute of Education, The University of London, UK.

• Skourdoumbis, A. (2012) International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices. Paper presented at the Australian Association of Research in Education, The University of Sydney, December 2-6.

• Skourdoumbis, A. (2013) Specialized Evidence in Education: Using Measurement as The Means for Certainty. Paper presented at the Philosophy of Education Society of Australasia (PESA), The University of Melbourne, Melbourne, Australia. December 6th-10th.


• Skourdoumbis, A. (2013) Enframing Curriculum: The Contradictory Messages of Capabilities Approach To Australian School Education, Paper presented as part of Symposium, A capability approach to education: What are the implications? Who benefits? Australian Association for Research in Education, The Hilton Hotel, Adelaide, Australia. November 30-December 5th.

• Skourdoumbis, A. (2013) New Directions? A Foucauldian Critique of Contemporary Education Policy Reforms. Paper presented at the European Conference on Education Research, Bacesehir University, Istanbul, Turkey. September 9-13th.

Projects

1. SKOURDOUMBIS, A. & PARKER, P. (T. Gale—mentor).  Using a capability approach to re-frame teacher’s ‘pedagogic work’. Deakin University Central Research Grant. ($10K)

2. SKOURDOUMBIS, A. & PARKER, P. with Gale, T., Walker-Gibbs, B. & Kostogriz, A. Capabilities and Australian education policy: implications for teachers’ pedagogic work. CREFI Research Development Grant. ($11K)

3. Mosse, J., Sheehan, G., SKOURDOUMBIS, A., Ryan, T., Richard, J. and Russell, D. A framework for building teacher capacity and student aspiration in STEM within regional school- university partnerships. Department of Education, Employment and Workplace Relations, Office of Learning and Teaching Grant. ($205K)

4. Gale, T. Hodge, S. Charlton, E. PARKER, S. SKOURDOUMBIS, A., Rodd, C. &Rawolle, S. Impact for disadvantaged learners of VET providers delivering bachelor qualifications. National VET Equity Advisory Council. ($80)

5. Siemens, D., Breed, M., Virgona, M., Stephens, M.,  SKOURDOUMBIS, A & Berenger, A. (2009-2010) Developing capacity in maths teachers, The Numeracy Coach Initiative Training Program managed in conjunction with the Victorian Department of Education and Early Childhood Development (DEECD. ($80K)

Publications

Filter by

2017

The temptations and failings of teacher effectiveness research: provocations of a ‘practice perspective’

Dr Andrew Skourdoumbis, Dr Julianne Lynch

(2017), pp. 263-279, Practice theory and education: diffractive readings in professional practice, Abingdon, Eng., B1

chapter

Introduction: diffractive readings in practice theory

Dr Julianne Lynch, Dr Julie Rowlands, Prof Trevor Gale, Dr Andrew Skourdoumbis

(2017), pp. 1-20, Practice theory and education: diffractive readings in professional practice, Abingdon, Eng., B1

chapter
2016

New directions in education? A critique of contemporary policy reforms

Dr Andrew Skourdoumbis

(2016), Vol. 36, pp. 505-517, Asia Pacific journal of education, Abingdon, Eng., C1

journal

Who's counting? Legitimating measurement in the audit culture

Jude Ocean, Dr Andrew Skourdoumbis

(2016), Vol. 37, pp. 442-456, Discourse: studies in the cultural politics of education, Oxford, Eng., C1

journal

Equity, social justice and ethics in mathematics education

A/Prof Colleen Vale, Bill Atweh, R Averill, Dr Andrew Skourdoumbis

(2016), pp. 97-119, Research in mathematics education in Australasia 2012-2015, Berlin, Germany, B1

chapter

Articulations of teaching practice: a case study of teachers and "general capabilities"

Dr Andrew Skourdoumbis

(2016), Vol. 17, pp. 545-554, Asia Pacific education review, Amsterdam, The Netherlands, C1

journal
2015

Distorted representations of the‘capability approach’ in Australian school education

Dr Andrew Skourdoumbis

(2015), Vol. 26, pp. 24-38, Curriculum journal, Abingdon, Eng., C1

journal
2014

Teacher effectiveness: making the difference To student achievement?

Dr Andrew Skourdoumbis

(2014), Vol. 62, pp. 111-126, British journal of educational studies, Abingdon, Eng., C1

journal

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

Dr Andrew Skourdoumbis

(2014), Vol. 41, pp. 411-423, Australian educational researcher, Dordrecht, The Netherlands, C1

journal
2013

Classroom teacher effectiveness research and inquiry, and its relevance to the development of public education policy: an Australian context

Dr Andrew Skourdoumbis

(2013), Vol. 26, pp. 967-985, The international journal of qualitative studies in education, London, Eng., C1-1

journal

Classroom teacher effectiveness research: a conceptual critique

Dr Andrew Skourdoumbis, Prof Trevor Gale

(2013), Vol. 39, pp. 892-906, British educational research journal, Chichester, England, C1

journal

The (mis)identification of ineffective classroom teaching practice : critical interrogations of classroom teacher effectiveness research

Dr Andrew Skourdoumbis

(2013), Vol. 41, pp. 350-362, Asia-Pacific journal of teacher education, Melbourne, Vic., C1

journal
2012

Teach for Australia (TFA) : can it overcome educational disadvantage?

Dr Andrew Skourdoumbis

(2012), Vol. 32, pp. 305-315, Asia Pacific journal of education, Oxon, England, C1-1

journal
2010

The problem of underachievement in numeracy : using bourdieu and critical theory to interpret academic achievement

Dr Andrew Skourdoumbis

(2010), Vol. 17, pp. 29-44, International journal of learning, Altona, Vic., C1-1

journal
2009

The class/teacher effects distortion : a critique of purely positivist teacher effectiveness research and inquiry

Dr Andrew Skourdoumbis

(2009), Vol. 16, pp. 223-233, International journal of learning, Altona, Vic., C1-1

journal

Grants

Australian Competitive Grants

A framework for building teacher capacity and student aspiration in STEM within regional school-university partnerships

A/Prof Jennifer Mosse, Prof Richard John, Dr Terry Lyons, Dr Andrew Skourdoumbis

OLT Innovation and Development Grants - Office for Learning and Teaching

  • 2013: $8,050

Industry and Other Funding

Wyndham & Melton: Strengthening Connections between School, Young People, Parents and Community

Dr Piper Rodd, Dr Robin Bellingham, Dr Matthew Thomas, Dr Andrew Skourdoumbis

  • 2016: $100,000

Supervisions

Principal Supervisor
2016

Sugiono Sugiono

Thesis entitled: Social Justice Across Indonesian Schooling

Doctor of Philosophy (Education), School of Education

Associate Supervisor
2017

Peter O'Keefe

Thesis entitled: Pedagogical Opportunities for Mindful Practice: Engaging the Visual Arts Classroom

Doctor of Philosophy (Education), School of Education