QTR Publications
Gore, J., Miller, D., Fray, L., Patfield, S. (2023). Final Report to the Paul Ramsay Foundation: Building Capacity for Quality Teaching in Australian Schools 2018-2023. University of Newcastle. http://hdl.handle.net/1959.13/1493345
Povey, J., Porter, M., Kennedy, L., Hussain, A., Bellotti, M., Cook, S., Austerberry, S. (2023). Building Capacity for Quality Teaching in Australian Schools: Queensland Replication Study Final Report. http://hdl.handle.net/1959.13/1471855
Harris, J., Miller, A., Gore, J., Holmes, M. (2022). Building capacity for quality teaching in Australian schools: QTR Digital RCT final report. http://hdl.handle.net/1959.13/1471857
Gore, J., Rosser, B., Jaremus, F. Miller, D. and Harris, J. (2023). Fresh evidence on the relationship between years of experience and teaching quality. https://doi.org/10.1007/s13384-023-00612-0
Vaughn, T., et.al. (2023). Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research. http://hdl.handle.net/1959.13/1476273
Rickards, B., Fray, L., and Gore, J. (2022) From performative to professional accountability: re-imagining 'the field of judgement' through professional development. https://doi.org/10.1080/02680939.2022.2080274
Patfield, S., Gore, J., & Harris, J. (2022). Scaling up effective professional development: Toward successful adaptation through attention to underlying mechanisms. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2022.103756
Patfield, S., Gore, J., & Harris, J. (2021). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change. https://doi.org/10.1007/s10833-021-09446-y
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. https://doi.org/10.1007/s13384-021-00460-w
Gore, J., Miller, A., Fray, L., Harris, J., & Prieto-Rodriguez, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103297
Gore. J., Fray, L., Miller, A., Harris, J. & Taggart, W. (2021). 'The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study'. Australian Educational Researcher. https://doi.org/10.1007/s13384-021-00436-w
Gore, J. (2021). The quest for better teaching. Oxford Review of Education. https://doi.org/10.1080/03054985.2020.1842182
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.
Gore, J. & Rickards, B. (2020). Rejuvenating experienced teachers through Quality Teaching Rounds professional development. Educational Change. https://doi.org/10.1007/s10833-020-09386-z
Gore, J. & Rosser, B. (2020). Beyond content-focused professional development: Powerful professional learning across grades and subjects. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1725904
Miller, D., Gore, J., Wallington, C., Harris, J., Prieto-Rodriguez, E., & Smith, M. (2019). Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds. International Journal of Educational Research, 98, 146–158. https://doi.org/10.1016/j.ijer.2019.09.002
Bowe, J. M., & Gore, J. M. (2017). Reassembling teacher professional development: The case for Quality Teaching Rounds. Teachers and Teaching: Theory and Practice, 23, 352–366. https://doi.org/10.1080/13540602.2016.1206522
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99–113. doi:10.1016/j.tate.2017.08.007
Gore, J., Smith, M., Bowe, J., Ellis, H., Lloyd, A., & Lubans, D. (2015). Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial. International Journal of Educational Research, 74, 82–95. doi:10.1016/j.ijer.2015.08.002
Gore, J. M., & Bowe, J. M. (2015). Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds. International Journal of Educational Research, 73, 77–88. doi:10.1016/j.ijer.2015.05.006
In the news
National rollout coming for popular Quality Teaching Rounds PD program
'Revolutionary' professional development program to be expanded nationwide
'It gave you more confidence': Program that boosts teacher morale to be expanded
'Teachers love it': $5 million boost for school program
One thousand new teachers set to benefit from QTR
Doorstop - Hambledon Public School
Expansion of Quality Teaching Rounds program
Teaching degrees are set for a major overhaul, but this is not what the profession needs
The Research Files Episode 80: Beginning teachers and teaching quality
Beginning teachers deliver same quality of teaching as experienced teachers
Catholic education commends election focus on quality teaching
Labor promises cash payments to entice high achievers to study teaching
Projects to real world: The proof and possibilities of commercialised research
Want to fix our schools? Start by paying teachers properly
The teacher education review: comprehensive but constrained by politics
Pay teachers more, but improving education is not all about extra money
Ideological battles over the curriculum and pedagogy miss the complexities of teaching
Getting back to school is crucial, so it must be safe for everyone
Professional development that improves student outcomes
Quality Teaching Academy launched
New professional development program takes aim at Australia's equity gap
Students went OK despite the pandemic
Student outcomes 'did not go backwards' in 2020 - new study
Cessnock High School partners with UON on QTR project
TER #166 - The impact of COVID with Jenny Gore
The impact of COVID on teacher morale
Quality teaching is the key to reform
Quality Teaching is key, but Education Minister's review misses the mark
School's professional learning model improving teacher quality and student outcomes
Quality of teaching matters in higher education
My message to parents: Don’t panic, remote learning is OK for most kids
How our mess research journey survived floods, fires and COVID-19
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.