The Impact of Marketisation and Spatial Proximity on Reading Performance: International Results from PISA 2012

Autor/inn/en	Teltemann, Janna; Windzio, Michael
Titel	The Impact of Marketisation and Spatial Proximity on Reading Performance: International Results from PISA 2012
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 5, S.777-794 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1458597
Schlagwörter	Marketing; Scores; Reading Tests; Classification; Institutional Autonomy; Accountability; Academic Achievement; Proximity; Cross Cultural Studies; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Commercialization; Student Characteristics; Correlation; Reading Achievement; Social Systems; Geographic Location; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lesetest; Classification system; Klassifikation; Klassifikationssystem; Institutionelle Autonomie; Verantwortung; Schulleistung; Lebensnähe; Cultural comparison; Kulturvergleich; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Korrelation; Leseleistung; Social system; Soziales System
Abstract	What are crucial determinants of a country's average educational performance? Using data from the OECD PISA 2012 study on 58 countries, we develop a typology of educational regimes based on marketisation in terms of school autonomy and accountability. Following organisational theories, we expect that school autonomy is an ideal condition for student achievement, particularly in combination with efficient accountability practices. We test the effect of regime type on adjusted PISA test scores and examine the effect of spatial proximity of countries as an alternative explanation for similar achievement. Results are in line with our expectation that the institutional regime 'information-based market' shows high levels of student performance, but the liberal type of 'laissez-faire' performs even better. Moreover, we find effects of neighbouring countries on average performance levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01