Jennifer Gore
Datos Biográficos
| ID | 3828600 |
|---|---|
| NOMBRE | Jennifer Gore |
| NOMBRES | Jennifer |
| APELLIDO | Gore |
| FIRMA | GORE J |
| AFILIACIONES | University of Newcastle Australia |
| ORCID | 0000-0002-7309-5405 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAS | 140 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1987 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Bolstering teacher retention through collaborative professional development
Teacher retention is a growing challenge across school sectors and regions throughout many Western nations. Workloads have expanded and accountability pressures increased, with teachers often left feeling isolated, unsupported, and with low morale. Media reports blaming teachers for poor school outcomes compound the problem. In Australia, approaches to tackling retention commonly focus on teacher supply, looking to improve initial teacher educati…
Towards critical colleagueship for improved teacher collaboration and professional learning
Professional learning communities (PLCs) are widely promoted as a way to support teacher development, improve workplace culture, and enhance job satisfaction, yet many PLCs remain compliance-driven, lacking the intellectual rigour needed for meaningful growth. This study explores how PLCs might be conceptualised and constructed to produce powerful learning. First, we draw on Lord’s (1994) conception of critical colleagueship to interrogate how co…
Making teaching more attractive
Sustaining teaching as a respected and attractive profession is more critical than ever, particularly as teachers' work becomes increasingly shaped by standardisation and accountability—conditions that have shown minimal positive impact while eroding the professional agency essential to job satisfaction. Drawing on a 15‐year programme of research on the impact of an approach to professional development, known as Quality Teaching Rounds, including…
Building middle leading practice through pedagogy-focused professional development
School middle leaders (MLs) play a pivotal role in improving student outcomes through leading teaching and learning. However, MLs face considerable challenges in driving school improvement, including comparatively few opportunities for targeted professional development (PD). In this paper, we explore the impact of a pedagogy-focused, collaborative approach to PD, known as Quality Teaching Rounds (QTR), for middle leading practice. Twenty-two post…
Problematising the ‘job-ready graduate’ ideal in Australian higher education
Employability agendas now pervade the higher education landscape of many Western nations. In Australia, employability as both a discourse and related set of practices has recently reached fever-pitch as a result of the Job-ready graduates policy reforms, which have generated an image of an ‘ideal’ job-ready graduate who selects a degree in the national interest and develops value-added industry skills throughout their studies. In this paper, we p…
Pressure to attend university
Securing stable, well-paid employment has become increasingly difficult for youth world-wide, negatively affecting their health and wellbeing. In recent years, this job insecurity has been exacerbated by compounding natural, economic, and social disasters. At the same time, young people are increasingly being encouraged to pursue higher education to secure a more viable future. This paper examines the post-school transitions of 22 Australian scho…
Shifting from distributive to recognitional social justice for rural educators through professional development
Progress towards equitable schooling and educational outcomes in Australia has been notoriously slow, with countless reports highlighting stark inequities between rural areas and urban centres. Most reforms have been grounded in distributive notions of social justice – addressing funding, staffing, and resourcing – but fail to address other domains of injustice manifest in the positioning of the rural as Other, as deficit or in need of saving. To…
Was Covid-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools
By the end of 2021, more than 168 million students across the globe had missed a year of face-to-face schooling due to the COVID-19 pandemic. In NSW, Australia, most students engaged in learning from home for eight weeks during 2020 and a further 14 weeks during 2021. This study provides robust empirical evidence on how two years of disruptions to schooling affected student learning. Drawing on matched data for 3,827 Year 3 and 4 students from 10…
Fresh evidence on the relationship between years of experience and teaching quality
It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significan…
New possibilities for engaging school teachers in widening participation
Access to higher education remains elusive for many young people despite substantial investment in outreach interventions, most of which target students in underrepresented equity groups. This paper explores an alternative approach to widening participation in Australia that focuses on teacher professional development to support student aspirations. We examine school teachers’ responses to a course designed to develop their conceptual understandi…
Schooling upheaval during Covid-19
Efforts to contain the COVID-19 virus resulted in various stay-at-home orders and school closures around the globe, causing unprecedented disruption to the lives of children and generating grave concern for their well-being. This study draws on phone interviews with 12 teachers and 6 school leaders from 13 government schools in New South Wales, Australia, to provide insight into how students fared on their return to school after the first wave of…
Under pressure and overlooked
The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey data ( n = 362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined significantly during COVID-19, even with the relatively short period of school closure (8 weeks) during 2…
From performative to professional accountability
The rise of performative culture in education and intensifying forms of test-based accountability have subjected teachers to a ubiquitous ‘field of judgment’ through which they are held to account. Within this context, professional development is consistently deployed as a key solution to stagnant or declining student outcomes. In this paper, we examine how accountability might be reimagined through one approach to professional development known …
Aspiring to higher education in regional and remote Australia
Students from regional and remote areas remain significantly under-represented in higher education despite decades of equity policy designed to encourage participation. One explanation is that policy initiatives often overlook the realities in local rural contexts that can make higher education less desirable. Applying the theoretical lens of ‘doxic’ and ‘habituated’ aspirations, this paper analyzes interviews with 13 students, 10 parents/carers,…
On ‘being first’
For more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of univers…
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
Improving educational performance, including narrowing equity gaps, is frequently touted as a matter of improving the quality of teachers in the lowest performing, often disadvantaged, schools. However, the assumption that teaching is of poorer quality in disadvantaged schools is largely unsubstantiated. Using the Quality Teaching Model of pedagogy, we observed 832 lessons in 193 New South Wales primary schools and found a small relationship betw…
Degrees of “being first”
Universities have increasingly adopted “first-generation status” as a new category for addressing equity in higher education, especially in the UK and Australia. This category targets students whose parents do not have a university degree and therefore are “newcomers” to higher education. While the category is well-intentioned, given the persistence of inequitable enrolment patterns and the need to widen participation, it has resulted in a fairly…
Scaling up effective professional development
Delivering effective professional development (PD) at scale necessitates a careful balance between program integrity and local adaptation. Drawing on qualitative case study data, this paper explores tensions in the implementation of a successful PD program, Quality Teaching Rounds, within two contrasting school communities in New South Wales, Australia. Using the theoretical distinction between ostensive and performative aspects of implementation…
Reframing first-generation entry
Despite the shift from elite to mass education, the odds of accessing university remain stacked in favour of those with a university-educated parent. Not only are first-generation students less likely to engage in higher education, but the dominant narrative surrounding their enrolment emphasises cultural deficiency, constructing individuals as ‘too different’ to succeed. Drawing on data from focus groups with 198 school-aged students in Australi…
The impact of Covid-19 on student learning in New South Wales primary schools
The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internation…
The quest for better teaching
The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explore some of the complexities that contribute to the slow pace of change, including: the slippage between teachers and teaching as the object of improvement; the poorly defined concept of good teaching; the difficulty of demonstrating improvement in teaching; institutional …
Stratification and the illusion of equitable choice in accessing higher education
In recent decades, the Australian higher education landscape has achieved significant expansion. Initially aimed at getting more people into university, massification policies have, more recently, focused on widening participation – encouraging a more diverse array of students to ‘choose’ higher education. Paradoxically, this shift has deepened stratification, with new inequalities within and across the academy. However, this stratification is gl…
Improving student achievement through professional development
Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on mathematics, reading, and science outcomes for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peer-observation, and wait-list control groups. Stu…
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers' Reflections and Their Perceptions of Learning
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers' written reflective statements to investigate how they reacted as they engaged with different …
Grouped out of STEM degrees
While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying the benefits of grouping for students perceived to have high ability, especially in mathematics. This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, A…
Action research and reflective teaching in preservice teacher education
On the Continuity of Power Relations in Pedagogy
While schooling has seen dramatic changes throughout the past century, there appears to be a certain continuity in the functioning of power relations in pedagogy. It is argued that this continuity constrains what we are in educational institutions and what changes are possible. Drawing on both Foucault's conception of power relations and a multi‐site empirical study which demonstrates micro‐level techniques of power, this paper contributes to the…
Effects of professional development on the quality of teaching
Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experie…
Towards better teaching
Reflecting on Reflective Teaching
Reflective Teaching" is a term used in teacher education to convey various meanings and purposes. In this article, Cruickshank's Reflective Teaching ap proach to practice teaching is critiqued, strengths of the approach are acknow ledged, and modifications are proposed. Gore makes comparisons between Zeichner's critical, but school-based per spective, and the more technocratic, positivistic approach of Cruickshank. The author views Cruickshank's …
From performative to professional accountability
The rise of performative culture in education and intensifying forms of test-based accountability have subjected teachers to a ubiquitous ‘field of judgment’ through which they are held to account. Within this context, professional development is consistently deployed as a key solution to stagnant or declining student outcomes. In this paper, we examine how accountability might be reimagined through one approach to professional development known …
Improving student achievement through professional development
Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on mathematics, reading, and science outcomes for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peer-observation, and wait-list control groups. Stu…
Grouped out of STEM degrees
While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying the benefits of grouping for students perceived to have high ability, especially in mathematics. This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, A…
Beyond Our Differences
In this article, the author presents a framework for unifying teacher educators that is based on what happens in classrooms. The framework identifies intellectual quality, relevance, supportive classroom environment, and recognition of difference as four dimensions of classroom practice that are essential for the learning of student teachers and for their subsequent success in bringing about high-quality learning outcomes for all of their student…
Stratification and the illusion of equitable choice in accessing higher education
In recent decades, the Australian higher education landscape has achieved significant expansion. Initially aimed at getting more people into university, massification policies have, more recently, focused on widening participation – encouraging a more diverse array of students to ‘choose’ higher education. Paradoxically, this shift has deepened stratification, with new inequalities within and across the academy. However, this stratification is gl…
The untold story of middle-class Indigenous Australian school students who aspire to university
While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous ‘Otherised’ group. This paper counter-balances hegemonic narratives of Indi…
Scaling up effective professional development
Delivering effective professional development (PD) at scale necessitates a careful balance between program integrity and local adaptation. Drawing on qualitative case study data, this paper explores tensions in the implementation of a successful PD program, Quality Teaching Rounds, within two contrasting school communities in New South Wales, Australia. Using the theoretical distinction between ostensive and performative aspects of implementation…
Australian School Student Aspirations for Military Careers
Modern military organizations are making a concerted effort to recruit a more diverse range of people, with the role of women in the military at the forefront of debate. In Australia, in response to the changing role of the military and with the aim of positioning the military as an 'employer of choice' for women, females are targeted as early as high school. Using data from a study of 6,492 Australian school students in Years 3-12, we examine st…
Enduring challenges, new contexts
Measuring up? The discursive construction of student subjectivities in the Global Children's ChallengeTM
International concern about ‘alarming’ levels of childhood obesity has seen a proliferation of interventions filtering into school physical education programmes that are designed to influence children's health practices and attitudes. This article addresses one such obesity-prevention intervention, the Global Children's ChallengeTM, a 50-day pedometer-monitored event, aimed at children and involving their parents and teachers. Our research proble…
Reflecting on Reflective Teaching
Reflective Teaching" is a term used in teacher education to convey various meanings and purposes. In this article, Cruickshank's Reflective Teaching ap proach to practice teaching is critiqued, strengths of the approach are acknow ledged, and modifications are proposed. Gore makes comparisons between Zeichner's critical, but school-based per spective, and the more technocratic, positivistic approach of Cruickshank. The author views Cruickshank's …
Action research and reflective teaching in preservice teacher education
Border Crossings
On the Continuity of Power Relations in Pedagogy
While schooling has seen dramatic changes throughout the past century, there appears to be a certain continuity in the functioning of power relations in pedagogy. It is argued that this continuity constrains what we are in educational institutions and what changes are possible. Drawing on both Foucault's conception of power relations and a multi‐site empirical study which demonstrates micro‐level techniques of power, this paper contributes to the…
The perpetuation of a (semi-)profession
Beyond Our Differences
In this article, the author presents a framework for unifying teacher educators that is based on what happens in classrooms. The framework identifies intellectual quality, relevance, supportive classroom environment, and recognition of difference as four dimensions of classroom practice that are essential for the learning of student teachers and for their subsequent success in bringing about high-quality learning outcomes for all of their student…
Towards better teaching
Measuring up? The discursive construction of student subjectivities in the Global Children's ChallengeTM
International concern about ‘alarming’ levels of childhood obesity has seen a proliferation of interventions filtering into school physical education programmes that are designed to influence children's health practices and attitudes. This article addresses one such obesity-prevention intervention, the Global Children's ChallengeTM, a 50-day pedometer-monitored event, aimed at children and involving their parents and teachers. Our research proble…
An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities
Australia and New Zealand Clinical Trials Registry- ACTRN12614000184673 . Registration date: February 19, 2014
Enduring challenges, new contexts
Scaling-up an efficacious school-based physical activity intervention
Australia and New Zealand Clinical Trials Registry ( ACTRN12616000731493 ). Date of registration: June 3, 2016
Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers
The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year si…
Effects of professional development on the quality of teaching
Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experie…
Australian School Student Aspirations for Military Careers
Modern military organizations are making a concerted effort to recruit a more diverse range of people, with the role of women in the military at the forefront of debate. In Australia, in response to the changing role of the military and with the aim of positioning the military as an 'employer of choice' for women, females are targeted as early as high school. Using data from a study of 6,492 Australian school students in Years 3-12, we examine st…
Why people choose teaching
The untold story of middle-class Indigenous Australian school students who aspire to university
While university participation rates among Indigenous Australians have been on the rise in recent years, parity targets remain elusive. In this context, surprisingly little attention has been paid to how aspirations for higher education are formed and nurtured. Studies tend to focus on barriers to access, often in ways that position Indigenous Australians as a homogeneous ‘Otherised’ group. This paper counter-balances hegemonic narratives of Indi…
Who wants to be a sportsperson? Student aspirations for sporting careers
Sports participation and elite sporting success are fundamental to Australian culture and a prominent source of national pride. As sport is a major part of day-to-day living in Australia, it is not surprising that many young people aspire to careers as sportspersons. While such aspirations are often dismissed as fanciful and unattainable, the reality is that a higher proportion of Australians participate in the workforce as sportspeople than in c…
Grouped out of STEM degrees
While international research has demonstrated that ability grouping is inequitable, Australian research has often overlooked equity concerns, predominantly focusing on studying the benefits of grouping for students perceived to have high ability, especially in mathematics. This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, A…
Reframing first-generation entry
Despite the shift from elite to mass education, the odds of accessing university remain stacked in favour of those with a university-educated parent. Not only are first-generation students less likely to engage in higher education, but the dominant narrative surrounding their enrolment emphasises cultural deficiency, constructing individuals as ‘too different’ to succeed. Drawing on data from focus groups with 198 school-aged students in Australi…
The impact of Covid-19 on student learning in New South Wales primary schools
The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internation…
The quest for better teaching
The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explore some of the complexities that contribute to the slow pace of change, including: the slippage between teachers and teaching as the object of improvement; the poorly defined concept of good teaching; the difficulty of demonstrating improvement in teaching; institutional …
Stratification and the illusion of equitable choice in accessing higher education
In recent decades, the Australian higher education landscape has achieved significant expansion. Initially aimed at getting more people into university, massification policies have, more recently, focused on widening participation – encouraging a more diverse array of students to ‘choose’ higher education. Paradoxically, this shift has deepened stratification, with new inequalities within and across the academy. However, this stratification is gl…
Improving student achievement through professional development
Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on mathematics, reading, and science outcomes for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peer-observation, and wait-list control groups. Stu…
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers' Reflections and Their Perceptions of Learning
Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers' written reflective statements to investigate how they reacted as they engaged with different …
Aspiring to higher education in regional and remote Australia
Students from regional and remote areas remain significantly under-represented in higher education despite decades of equity policy designed to encourage participation. One explanation is that policy initiatives often overlook the realities in local rural contexts that can make higher education less desirable. Applying the theoretical lens of ‘doxic’ and ‘habituated’ aspirations, this paper analyzes interviews with 13 students, 10 parents/carers,…
Sociology (28 obras) · Psychology (27 obras) · Pedagogy (25 obras) · Political science (24 obras) · Mathematics education (17 obras) · Medicine (16 obras) · Teacher Education and Leadership Studies (16 obras) · Medical education (11 obras) · Professional development (11 obras) · Education Systems and Policy (10 obras)