[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594090-105":59,"doc-detail-594090-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","are-teachers-still-the-problem-an-analysis-of-the-nsw-education-what-works-best-documents","Are Teachers Still the ‘Problem’? An Analysis of the NSW Education What Works Best Documents","","This paper interrogates Stacey’s assertion that New South Wales (NSW) education policy is underpinned by a ‘particular instance of neoliberalisation’ which generates significant ‘direct and material impacts’ on teachers. It studies how Evidence-based Practice can function within neoliberalist education reforms worldwide and analyses the Centre for Education Statistics and Evaluation’s What Works Best documents, arguing that NSW policy aligns with the Global Education Reform Movement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/are-teachers-still-the-problem-an-analysis-of-the-nsw-education-what-works-best-documents/594090/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/are-teachers-still-the-problem-an-analysis-of-the-nsw-education-what-works-best-documents/594090.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central claim does the paper examine about NSW education policy?","Question",{"text":112,"@type":113},"The paper examines Stacey’s claim that NSW education policy is driven by a ‘particular instance of neoliberalisation’ with direct and material impacts on teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect evidence-based practice to neoliberal education reforms?",{"text":117,"@type":113},"It examines the role Evidence-based Practice can play in neoliberalist reform of education globally and analyzes related NSW documents to assess how this tendency operates.",{"name":119,"@type":110,"acceptedAnswer":120},"Which documents does the analysis focus on to evaluate whether teachers are still framed as the ‘problem’?",{"text":121,"@type":113},"The analysis focuses on language used in two related NSW Education documents, including the What Works Best documents and the earlier Great Teaching, Inspired Learning (GTIL) document.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594090,1792170996,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 8 | Article 6 |\n| --- | --- |\n| 2022\u003Cbr>Are Teachers Still the Problem? An Analysis of the What Works Best Documents\u003Cbr>Brad A. Fuller\u003Cbr>Sydney Conservatorium of Music, University of Sydney\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons | NSW Education |\n\nRecommended Citation  \nFuller, B. A. (2022) . Are Teachers Still the Problem? An Analysis of the NSW Education What Works Best Documents. Australian Journal of Teacher Education, 47(8) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n8.6](http://dx.doi.org/10.14221/ajte.2022v47n8.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss8/6](https://ro.ecu.edu.au/ajte/vol47/iss8/6)  \nAre Teachers Still the ‘Problem’? An Analysis of the NSW Education  \nWhat Works Best Documents  \nBrad Anthony Fuller  \nThe University of Sydney, Sydney Conservatorium of Music  \nAbstract: This paper interrogates Stacey’s assertion that New South Wales (NSW) education policy is underpinned by a ‘particular  \ninstance of neoliberalisation’ which has significant ‘direct and material impacts’ on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform ofeducation globally  \nand analyses the Centre for Education Statistics and Evaluation’s What Works Best documents. The paper asserts that the character of education policy in NSWis consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, teachers are being‘governed at a distance’ through documents such as What Works Best. It is hoped this paper might provide teachers with ‘insights and arguments to help them to resist unwarranted expectations about the role of evidence in their practices and even more so ofunwarranted interventions in their practices’.  \nIntroduction  \nDrawing on Bacchi’s (2009) approach to policy analysis to examine the NSW Education policy document Great Teaching, Inspired Learning (GTIL), Stacey (2017), concluded that an ‘accumulation of neoliberal rationalities and their accordant processes’ has enabled a ‘particular instance of neoliberalisation’ of education policy in New South Wales (NSW) (p. 790). According to Stacey, this is exemplified in the language used in GTIL which reveals that the ‘character of education policy in NSW’ rests on the underlying desire of the state to ‘govern at a distance’ (Rose, 1996, p. 43), situating responsibility for students’success or failure with classroom teachers, whilst ignoring ‘broader questions of systemic structures that produce inequity’(Stacey, 2017, p. 790) .  \nStacey (2017) warned that, by making teachers the ‘problem’ in GTIL, the document had potentially significant ‘lived effects’(Bacchi, 2009, p. 40)–‘direct and material impacts – for teachers’(Stacey, 2017, p. 786). Following Stacey, this paper draws on Bacchi and Goodwin’s (2016) approach to analyse the language used in two related NSW Education documents. The analysis seeks to determine whether the ‘particular instance of neoliberalisation’ has evolved since the publication of GTIL and whether teachers are still the‘problem’.  \nThe paper begins with a discussion of the link between neo-liberalism, education reform, and the Evidence Based Practice (EBP) turn in education internationally and, particularly, in New South Wales, Australia. Subsequent sections cover a description of the analytical approach and justification for its adoption. Following the analysis of the two documents, the paper concludes with a discussion of the implications of the analysis.  \nBackground  \nUnderstanding EBP within the NSW context is reliant upon a broader hi","cbCaihkrCBULNSi9","https://ap.wps.com/l/cbCaihkrCBULNSi9","pdf",244597,14,"English","# Introduction\n## Background\n## The Medical Model\n## Evidence-based Practice in Education","[{\"question\":\"What central claim does the paper examine about NSW education policy?\",\"answer\":\"The paper examines Stacey’s claim that NSW education policy is driven by a ‘particular instance of neoliberalisation’ with direct and material impacts on teachers.\"},{\"question\":\"How does the paper connect evidence-based practice to neoliberal education reforms?\",\"answer\":\"It examines the role Evidence-based Practice can play in neoliberalist reform of education globally and analyzes related NSW documents to assess how this tendency operates.\"},{\"question\":\"Which documents does the analysis focus on to evaluate whether teachers are still framed as the ‘problem’?\",\"answer\":\"The analysis focuses on language used in two related NSW Education documents, including the What Works Best documents and the earlier Great Teaching, Inspired Learning (GTIL) document.\"}]","Are Teachers Still the ‘Problem’? An Analysis of the NSW Education What Works Best Documents | PDF",1792078512,35]