This paper deals with the question and problem of classroom teacher effectiveness. The paper is composed of two major parts. The first part considers the problem of classroom teacher effectiveness as a bounded critical case study with its own unique and specific complexities and features. The extensive and theoretical foundations of classroom teacher effectiveness are canvassed in order to highlight contemporary school-system conceptualisations of effective teaching practice. Part two of the paper makes proposals for a new understanding of effective teaching practice based primarily upon an analysis and evaluation of teaching practice as work that is situated within particular and distinguishable post-Fordist contexts.

Bourdieu, P & Wacquant, J.D (1992). An invitation to reflexive sociology. University of Chicago:USA. Bourdieu, P. (1998). Practical reason. On the theory of action. Polity:U.K. Fairclough, N. (1992). Discourse and Social Change. Polity Press:U.K. Kincheloe, Joe L., & McLaren, Peter. (2000). Rethinking Critical Theory And Qualitative Research. In Denzin, N., & Lincoln, Y. (Eds), Handbook of Qualitative Research. Sage Publications:Thousand Oaks. Muijs, D. (2006). Measuring Teacher Effectiveness: Some methodological reflections. Educational Research and Evaluation. Vol. 12, No. 1, February. 53-74. Stake, Robert. E., (2000). Case Studies. In K. Denzin and Yvonna S. Lincoln (Eds)., Handbook of Qualitative Research. Sage Publications:Thousand Oaks. Peters, M., & Olssen, M. (Es). (2003). Critical Theory and the Human Condition. Founders And Praxis. Peter Lang:New York. Connell, Raewyn. (2006). Northern theory: The political geography of general social theory. Theory and Society. 35, 237-264 Teddlie, C., & Reynolds, D. (2000). International handbook of school effectiveness research. Falmer Press: London. Wright, S.P., Horn, S.P. & Sanders, W.L. (1997). Teacher and classroom context effects on pupil achievement: implications for teacher evaluation, Journal of Personnel Evaluation in Education, 11, pp.57-67. Thomas, Sue. (2005). Taking Teachers Out of the Equation: Constructions of Teachers in Education Policy Documents Over a Ten-year Period. The Australian Educational Researcher, Vol 32, Number 3, December. Campbell, R.J., Kyriakides, L., Muijs, R.D., and Robinson, W. (2003) ‘Differential Teacher Effectiveness: towards a model for research and teacher appraisal’, Oxford Review of Education, 29:3, 347-362.