Literaturnachweis - Detailanzeige
Autor/in | Lewis, Steven |
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Titel | 'Becoming European'? Respatialising the European Schools System through PISA for Schools |
Quelle | In: International Studies in Sociology of Education, 29 (2020) 1-2, S.85-106 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lewis, Steven) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0962-0214 |
DOI | 10.1080/09620214.2019.1624593 |
Schlagwörter | Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Institutional Characteristics; Comparative Analysis; Governance; Reading Achievement; Science Achievement; Mathematics Achievement; Educational Policy; Data Analysis; International Education; Networks; European Union; Program for International Student Assessment Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Auswertung; Internationale Erziehung |
Abstract | This paper examines the Organisation for Economic Cooperation and Development's (OECD) PISA for Schools, a local variant of the more-renowned 'main PISA' test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing suggestively across new 'relational' thinking around data-driven modes of governance, as well as interviews with key policy actors within the ESS, I show how PISA for Schools reflects contradictory logics within the ESS, in which the inherently context-based goal of 'becoming European' is juxtaposed with the desire to employ decontextualised international evidence. I conclude by exploring how the perceived need for such data, associated with the global authority of the OECD, can produce a problematic focus on data-driven practices. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |