PISA and High-Performing Education Systems: Explaining Singapore's Education Success

Autor/inn/en	Deng, Zongyi; Gopinathan, S.
Titel	PISA and High-Performing Education Systems: Explaining Singapore's Education Success
Quelle	In: Comparative Education, 52 (2016) 4, S.449-472 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1219535
Schlagwörter	Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; High Achievement; Teaching Methods; Teacher Effectiveness; Instructional Leadership; Educational Indicators; Educational Policy; Educational Change; Global Approach; Singapore; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Bildungsreform; Globales Denken; Singapur
Abstract	Singapore's remarkable performance in Programme for International Student Assessment (PISA) has placed it among the world's high-performing education systems (HPES). In the literature on HPES, its "secret formula" for education success is explained in terms of teacher quality, school leadership, system characteristics and educational reform. This article offers an alternative explanation for the education success of Singapore and, in so doing, questions the basic assertions of the HPES literature and, in particularly, the use of PISA results as the prime indicator of the educational performance of a school system. The explanation is informed by a historical perspective on the development of the Singapore education system and based upon a body of empirical findings on the nature of pedagogical practice in classrooms, both of which are vital for understanding the educational performance of Singapore's education system. The article concludes by addressing the implications of this analysis for educational policy borrowing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01