PISA, Power, and Policy: The Emergence of Global Educational Governance. Oxford Studies in Comparative Education

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Sonst. Personen	Meyer, Heinz-Dieter (Hrsg.); Benavot, Aaron (Hrsg.)
Titel	PISA, Power, and Policy: The Emergence of Global Educational Governance. Oxford Studies in Comparative Education
Quelle	(2013), (336 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-8739-2796-0
Schlagwörter	Foreign Countries; Secondary School Students; International Assessment; Global Approach; Accountability; Governance; Cultural Differences; Politics of Education; Teaching Skills; Teacher Education Programs; Mathematics Instruction; Educational Quality; Audits (Verification); Best Practices; Educational History; Developing Nations; Measurement; Socioeconomic Influences; Success; Immigrants; Academic Achievement; Entrepreneurship; Educational Policy; Finland; Belgium; Asia; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Globales Denken; Verantwortung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Kultureller Unterschied; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; History of education; Bildungsgeschichte; Developing country; Developing countries; Entwicklungsland; Messverfahren; Sozioökonomischer Faktor; Erfolg; Immigrant; Immigrantin; Immigranten; Schulleistung; Unternehmungsgeist; Politics of education; Finnland; Belgien; Asien; USA
Abstract	Over the past ten years the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organization for Economic Cooperation and Development (OECD), PISA seems well on its way to being institutionalized as the main engine in the global accountability regime. The goal of this book is to problematize this development and PISA as an institution-building force in global education. It scrutinizes the role of PISA in the emerging regime of global educational governance and questions the presumption that the quality of a nation's school system can be evaluated through a standardized assessment that is insensitive to the world's vast cultural and institutional diversity. The book raises the question of whether PISA's dominance in the global educational discourse runs the risk of engendering an unprecedented process of worldwide educational standardization for the sake of hitching schools more tightly to the bandwagon of economic efficiency, while sacrificing their role to prepare students for independent thinking and civic participation. Chapters in the book: (1) Introduction. PISA and the Globalization of Education Governance: Some Puzzles and Problems (Heinz-Dieter Meyer and Aaron Benavot); (2) Thinking Beyond League Tables: A Review of Key PISA Research Questions (Taya L. Owens); (3) Finland's PISA Results: An Analysis of Dynamics in Education Politics (Janne Varjo, Hannu Simola, and Risto Rinne); (4) The Theory and Practice of Building Pedagogical Skill in Finnish Teacher Education (Tiina Silander and Jouni Välijärvi); (5) What Does PISA Performance Tell Us about Mathematics Teaching Quality? Case Studies from Finland and Flanders (Paul Andrews); (6) Globalization and the Emergence of an Audit Culture: PISA and the Search for 'Best Practices' and Magic Bullets (David H. Kamens); (7) The OECD and Cold War Culture: thinking historically about PISA (Daniel Tröhler); (8) Causes and Consequences of International Assessments in Developing Countries (Marlaine Lockheed); (9) PISA and the Expanding Role of the OECD in Global Educational Governance (Sam Sellar and Bob Lingard); (10) Gauging the Role of Non-educational Effects in Large-scale Assessments: Socio-Economics, Culture and PISA Outcomes (Heinz-Dieter Meyer and Kathryn Schiller); (11) Exploring Reasons for the East Asian Success in PISA (Xin Ma, Cindy Jong and Jing Yuan); (12) Immigrant Children's Academic Performance: The Influence of Origin, Destination and Community (Jaap Dronkers and Manon De Heus); (13) High on PISA, Low on Entrepreneurship? What PISA Does Not Measure (Yong Zhao and Heinz-Dieter Meyer); (14) The International Efficiency of American Education: The Bad and the Not-so-Bad News (Stephen P. Heyneman); and (15) Policy Responses to PISA in Comparative Perspective (Alexander W. Wiseman). (ERIC).
Anmerkungen	Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: orders@symposium-books.co.uk; Web site: http://www.symposium-books.co.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01