The political and economic arguments in contemporary classroom teacher effectiveness research and inquiry

This paper outlines the specific political and economic parameters that influence public education. In doing so, the paper examines theoretical aspects of the policy-making debate within Australia centred on effective classroom teaching practice and instruction. The paper implies that significant and global political and economic considerations invariably force governments to act thus exerting influence and control over educational matters including classroom teaching practice. To this extent, public education policy-making must grapple with prevailing political and economic considerations in so far as they involve and require an educational response.