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A/Prof. Andrew Skourdoumbis

STAFF PROFILE

Position

Associate Professor, Education (Pedagogy And Curriculum)

Faculty

Faculty of Arts and Education

Department

SoE Arts & Education

Campus

Melbourne Burwood Campus

Qualifications

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

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.

Read more on Andrew's profile

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

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2020

The Metrics of Teacher Effectiveness and Teacher Quality Research : Sidelining the Issues That Really Count

Andrew Skourdoumbis, Shaun Rawolle

(2020), London, Eng., A1

book
2019

Renegotiating reflective and ethical practice in a liquid education system

Andrew Skourdoumbis, Sue Bennett

(2019), pp. 163-176, Rethinking reflection and ethics for teachers, Singapore, B1

book chapter

Calling for 'urgent national action to improve the quality of initial teacher education': the reification of evidence and accountability in reform agendas

E Rowe, A Skourdoumbis

(2019), Vol. 34, pp. 44-60, Journal of education policy, Abingdon, Eng., C1

journal article

Theorising teacher performance dispositions in an age of audit

A Skourdoumbis

(2019), Vol. 45, pp. 5-20, British educational research journal, Chichester, Eng., C1

journal article

Templates, typologies and typifications: neoliberalism as keyword

E Rowe, Christopher Lubienski, Andrew Skourdoumbis, Jessica Gerrard, David Hursh

(2019), Vol. 40, pp. 150-161, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1

journal article

Exploring alternatives to the 'neoliberalism' critique: new language for contemporary global reform

E Rowe, Christopher Lubienski, Andrew Skourdoumbis, Jessica Gerrard, David Hursh

(2019), Vol. 40, pp. 147-149, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1

journal article

Success and failure in higher education on uneven playing fields

Bernadette Walker-Gibbs, Rola Ajjawi, Emma Rowe, Andrew Skourdoumbis, Matthew Thomas, Sarah O'Shea, Sue Bennett, Brandi Fox, Peter Alsen

(2019), [Bentley, W.A.], A6

research report/technical paper
2018

National plan for school improvement and students first: the predictable nature of school education policy and the problem of student achievement

A Skourdoumbis

(2018), Vol. 39, pp. 603-614, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1

journal article

Bridging homes and classrooms: advancing students' capabilities

S Sugiono, A Skourdoumbis, T Gale

(2018), Vol. 29, pp. 17-32, Teaching education, Abingdon, Eng., C1

journal article

Exploring alternatives to the 'neoliberalism' critique: new language for contemporary global reform

E Rowe, C Lubienski, D Hursh, A Skourdoumbis, J Gerrard

(2018), Vol. 39, pp. 675-677, Discourse-studies in the cultural politics of education, London, Eng., C1

journal article
2017

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

A Skourdoumbis, J Lynch

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

book chapter

Introduction: diffractive readings in practice theory

J Lynch, J Rowlands, T Gale, A Skourdoumbis

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

book chapter

Re-casting teacher effectiveness approaches to teacher education

A Skourdoumbis

(2017), pp. 347-357, Companion to research in teacher education, Singapore, B1

book chapter

Assessing the productivity of schools through two "what works" inputs, teacher quality and teacher effectiveness

A Skourdoumbis

(2017), Vol. 16, pp. 205-217, Educational research for policy and practice, Berlin, Germany, C1

journal article

Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions

A Skourdoumbis

(2017), Vol. 15, pp. 42-59, Journal for critical education policy studies, Northampton, Eng., C1

journal article

Melton and Wyndham: Strengthening Connections between School, Young People, Parents and Community: How do we build capacity for 6-12-year-olds & their families to enhance opportunity & increase life choices in the communities of Melton & Wyndham?

P Rodd, K Sanders, R Bellingham, M Thomas, A Skourdoumbis, M Rahimi

(2017), Geelong, Vic., A6

research report/technical paper
2016

Equity, Social Justice and Ethics in Mathematics Education

A Skourdoumbis, C Vale, B Atweh, R Averill

(2016), pp. 97-118, Research in Mathematics Education in Australasia 2012-2015, Singapore, B1

book chapter

New directions in education? A critique of contemporary policy reforms

A Skourdoumbis

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

journal article

Who's counting? Legitimating measurement in the audit culture

J Ocean, A Skourdoumbis

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

journal article

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

A Skourdoumbis

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

journal article

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

J Mosse, T Lyons, A Skourdoumbis, C Bottrell

(2016), Sydney, N.S.W., A6

research report/technical paper

Practice theory and education: Diffractive readings in professional practice

J Lynch, J Rowlands, T Gale, A Skourdoumbis

(2016), pp. 1-287, Practice Theory and Education: Diffractive Readings in Professional Practice, A7

edited book
2015

Distorted representations of the 'capability approach' in Australian school education

A Skourdoumbis

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

journal article
2014

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

A Skourdoumbis

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

journal article

Teacher effectiveness: making the difference To student achievement?

A Skourdoumbis

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

journal article
2013

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

A Skourdoumbis

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

journal article

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

A Skourdoumbis

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

journal article

Classroom teacher effectiveness research: A conceptual critique

A Skourdoumbis, T Gale

(2013), Vol. 39, pp. 892-906, British Educational Research Journal, C1

journal article

VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners: Report to the National VET Equity Advisory Council (NVEAC), Australia.

T Gale, S Hodge, S Parker, S Rawolle, E Charlton, C Rodd, A Skourdoumbis, T Molla

(2013), Melbourne, Vic, A6

research report/technical paper
2012

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

A Skourdoumbis

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

journal article
2010

The problem of underachievement in numeracy: Using Bourdieu and critical theory to interpret academic achievement

A Skourdoumbis

(2010), Vol. 17, pp. 29-44, International Journal of Learning, C1-1

journal article
2009

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

A Skourdoumbis

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

journal article

Funded Projects at Deakin

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, A/Prof Andrew Skourdoumbis

OLT Innovation and Development Grants - Office for Learning and Teaching

  • 2013: $8,050

Other Public Sector Funding

Success and Failure in Higher Education on uneven playing fields.

A/Prof Bernadette Walker-Gibbs, A/Prof Rola Ajjawi, Dr Emma Rowe, A/Prof Andrew Skourdoumbis, Dr Matthew Thomas, A/Prof Sarah O'Shea, Prof Sue Bennett

  • 2018: $23,281
  • 2017: $7,906

Industry and Other Funding

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

Dr Piper Rodd, Dr Robin Bellingham, Dr Matthew Thomas, A/Prof Andrew Skourdoumbis

  • 2016: $100,000

Supervisions

Principal Supervisor
2018

Gary Roy Chitty

Thesis entitled: Learning in Network Organisations

Doctor of Philosophy (Education), School of Education

2016

Sugiono Sugiono

Thesis entitled: Social Justice Across Indonesian Schooling

Doctor of Philosophy (Education), School of Education

Co-supervisor
2019

Stephen Linquist

Thesis entitled: Agency, Pedagogy and e-learning in TAFE Educational Development

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