Inhaltsangabe
Over the past 10 years, the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organisation for Economic Co-operation 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. CONTENTS. HEINZ-DIETER MEYER & AARON BENAVOT, Introduction. PISA and the Globalization of Education Governance: some puzzles and problems; TAYA L. OWENS, Thinking beyond League Tables: a review of key PISA research questions. THE FINLAND PARADOX: JANNE VARJO, HANNU SIMOLA & RISTO RINNE, Finland's PISA Results: an analysis of dynamics in education politics; TIINA SILANDER & JOUNI VALIJARVI, The Theory and Practice of Building Pedagogical Skill in Finnish Teacher Education; PAUL ANDREWS, What Does PISA Performance Tell Us about Mathematics Teaching Quality? Case Studies from Finland and Flanders. PISA, INSTITUTIONS, AND THE GLOBALIZATION OF EDUCATION GOVERNANCE: DAVID H. KAMENS, Globalization and the Emergence of an Audit Culture: PISA and the search for 'best practices' and magic bullets; DANIEL TROHLER, The OECD and Cold War Culture: thinking historically about PISA; MARLAINE LOCKHEED, Causes and Consequences of International Assessments in Developing Countries; SAM SELLAR & BOB LINGARD, PISA and the Expanding Role of the OECD in Global Educational Governance. NON-EDUCATIONAL INFLUENCES ON PISA OUTCOMES: HEINZ-DIETER MEYER & KATHRYN SCHILLER, Gauging the Role of Non-educational Effects in Large-scale Assessments: socio-economics, culture and PISA outcomes; XIN MA, CINDY JONG & JING YUAN, Exploring Reasons for the East Asian Success in PISA; JAAP DRONKERS & MANON DE HEUS, Immigrant Children's Academic Performance: the influence of origin, destination and community; YONG ZHAO & HEINZ-DIETER MEYER, High on PISA, Low on Entrepreneurship? What PISA Does Not Measure; STEPHEN P. HEYNEMAN, The International Efficiency of American Education: the bad and the not-so-bad news. POLICY: ALEXANDER W. WISEMAN, Policy Responses to PISA in Comparative Perspective. Notes on Contributors; Index.
Reseña del editor
Over the past 10 years, the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organisation for Economic Co-operation 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. CONTENTS. HEINZ-DIETER MEYER & AARON BENAVOT, Introduction. PISA and the Globalization of Education Governance: some puzzles and problems; TAYA L. OWENS, Thinking beyond League Tables: a review of key PISA research questions. THE FINLAND PARADOX: JANNE VARJO, HANNU SIMOLA & RISTO RINNE, Finland's PISA Results: an analysis of dynamics in education politics; TIINA SILANDER & JOUNI VALIJARVI, The Theory and Practice of Building Pedagogical Skill in Finnish Teacher Education; PAUL ANDREWS, What Does PISA Performance Tell Us about Mathematics Teaching Quality? Case Studies from Finland and Flanders. PISA, INSTITUTIONS, AND THE GLOBALIZATION OF EDUCATION GOVERNANCE: DAVID H. KAMENS, Globalization and the Emergence of an Audit Culture: PISA and the search for 'best practices' and magic bullets; DANIEL TROHLER, The OECD and Cold War Culture: thinking historically about PISA; MARLAINE LOCKHEED, Causes and Consequences of International Assessments in Developing Countries; SAM SELLAR & BOB LINGARD, PISA and the Expanding Role of the OECD in Global Educational Governance. NON-EDUCATIONAL INFLUENCES ON PISA OUTCOMES: HEINZ-DIETER MEYER & KATHRYN SCHILLER, Gauging the Role of Non-educational Effects in Large-scale Assessments: socio-economics, culture and PISA outcomes; XIN MA, CINDY JONG & JING YUAN, Exploring Reasons for the East Asian Success in PISA; JAAP DRONKERS & MANON DE HEUS, Immigrant Children's Academic Performance: the influence of origin, destination and community; YONG ZHAO & HEINZ-DIETER MEYER, High on PISA, Low on Entrepreneurship? What PISA Does Not Measure; STEPHEN P. HEYNEMAN, The International Efficiency of American Education: the bad and the not-so-bad news. POLICY: ALEXANDER W. WISEMAN, Policy Responses to PISA in Comparative Perspective. Notes on Contributors; Index.
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