Pedagogy & professional development

• Rethinking pedagogy: The central plank in school improvement?
  Gore, J. M., & Patfield, S. (2025). Rethinking pedagogy: The central plank in school improvement? In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), BERA-Sage handbook of research-informed education practice and policy (pp. 837–856). Sage.
• Quality teaching at the University of Newcastle (Final report)
  Patfield, S. Harper, M., Gore, J., & Prieto-Rodriguez, E. (2025, November). Quality teaching at the University of Newcastle (Final report). Teachers and Teaching Research Centre, The University of Newcastle. https://hdl.handle.net/1959.13/1518024
• A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale
  Harper, M., Gore, J., & Harris, J. (2024). A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2024.2306992
• Building middle leading practice through pedagogy-focused professional developmentHarris, J., Jaremus, F., & Gore, J. (2024). Building middle leading practice through pedagogy-focused professional development. Educational Management Administration and Leadership. Advance online publication. https://doi.org/10.1177/17411432241231001
• Shifting from distributive to recognitional social justice for rural educators through professional developmentPatfield, S., Gore, J., & Harris, J. (2024). Shifting from distributive to recognitional social justice for rural educators through professional development. Asia-Pacific Journal of Teacher Education, 52(4), 441–457. https://doi.org/10.1080/1359866X.2024.2379537
• From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional developmentGore, J., Rickards, B., & Fray, L. (2023). From performative to professional accountability: Re-imagining 'the field of judgment' through teacher professional development. Journal of Education Policy, 38(3), 452–473. https://doi.org/10.1080/02680939.2022.2080274
• Fresh evidence on the relationship between years of experience and teaching quality 
  Using a comprehensive pedagogical model, this paper explores the fundamental relationship between years of experience and teaching quality.
  _{Gore, J., Rosser, B., Jaremus, F. Miller, D. and Harris, J. (2023). Fresh evidence on the relationship between years of experience and teaching quality. The Australian Educational Researcher.} 
• Questioning the consensus on effective professional development 
  Gore, J., Patfield, S., Fray, L. (2023). Questioning the consensus on effective professional development. In R.J. Tierney, F. Rizvi & K. Ercikan (Eds.), International Encyclopedia of Education (pp. 511-517). Elsevier Science, Oxford, UK.
• The quest for better teaching 
  This essay explores the complexities that contribute to the slow pace of improvement in teaching quality and how Quality Teaching and Quality Teaching Rounds may be used to address this and produce measurable and sustainable effects.
  Gore, J. (2021). The quest for better teaching. Oxford Review of Education, 47(1), 45-60.
• Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage 
  This article uses the Quality Teaching Model to observe the relationship between teaching quality and school-level advantage and measures the improvement in teaching quality when teachers participated in Quality Teaching Rounds.
  _{Jaremus, F., Gore, J., & Miller, A. (2021). Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage. The Australian Educational Researcher, 49, 635-656.} 
• Why isn’t this empowering? The discursive positioning of teachers in efforts to improve teaching 
  This essay interrogates current moves to improve teaching through teacher development.
  _{Gore, J. (2020). Why isn’t this empowering? The discursive positioning of teachers in efforts to improve teaching. In A. Brown & E. Wisby (Eds.) Knowledge, policy and practice: The struggle for social justice in education (pp.199-216). London, UK: UCL IOE Press.}