Dr Andrew Skourdoumbis



Senior Lecturer In Education (Pedagogy And Curriculum)


Faculty of Arts and Education


SoE Arts & Ed


Melbourne Burwood Campus


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



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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European Education Research Association

Australian Association for Research In Education

American Education Research Association

British Education Research Association

Convenor of Network 23-(Policy and Politics of Education) for the European Education Research Association


Knowledge areas

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


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)


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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


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


New directions in education? A critique of contemporary policy reforms

Dr Andrew Skourdoumbis

(2015), pp. 1-13, Asia Pacific journal of education, Abingdon, Eng., C1


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

Dr Andrew Skourdoumbis

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


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


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


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


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


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


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


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


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