Comparing OECD Educational Models through the Prism of PISA

Autor/in	Bulle, Nathalie
Titel	Comparing OECD Educational Models through the Prism of PISA
Quelle	In: Comparative Education, 47 (2011) 4, S.503-521 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2011.555117
Schlagwörter	Foreign Countries; Educational Policy; Educational Assessment; Competition; Global Approach; Educational Change; Models; Regional Characteristics; Sociocultural Patterns; Cultural Differences; Australia; Austria; Belgium; Canada; Denmark; Finland; France; Germany; Greece; Iceland; Ireland; Italy; Japan; Netherlands; New Zealand; Norway; South Korea; Spain; Sweden; Switzerland; United Kingdom; United States; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Wettkampf; Globales Denken; Bildungsreform; Analogiemodell; Regionaler Faktor; Soziokulturelle Theorie; Kultureller Unterschied; Australien; Österreich; Belgien; Kanada; Dänemark; Finnland; Frankreich; Deutschland; Griechenland; Island; Irland; Italien; Niederlande; Neuseeland; Norwegen; Korea; Republik; Spanien; Schweden; Schweiz; Großbritannien; USA
Abstract	The PISA survey influences educational policies through an international competitive process which is not wholly rationally-oriented. Firstly, PISA league tables act normatively upon the definition of formal educational aims while the survey tests cannot evaluate the educational systems' relative strengths with regards to such aims. We argue that they measure a kind of academic potential of the students. Secondly, errors in interpreting national success or failure stem from the causal inferences developed from observing national cases. In order to give such comparisons a stronger basis, we distinguish five main educational models within the OECD countries and compare their PISA 2006 results to their population's socio-cultural levels as well as their performance recorded in an academic-programme-based survey such as TIMSS. Our conclusions contrast heavily with the usual lessons inferred from PISA, which follow OECD-promoted guidelines, and explain French students' weakening as well as Finnish students' success. (Contains 8 tables and 22 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10