Going beyond the "PISA Shock" Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001-2008

Autor/in	Pons, Xavier
Titel	Going beyond the "PISA Shock" Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001-2008
Quelle	In: European Educational Research Journal, 11 (2012) 2, S.206-226 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2012.11.2.206
Schlagwörter	Student Evaluation; Evaluation Research; Public Opinion; Cognitive Processes; Knowledge Level; Policy Analysis; Foreign Countries; Educational Policy; Research Methodology; Cross Cultural Studies; Cultural Differences; Surveys; Scores; Data Analysis; Social Influences; Belgium; France; Hungary; Poland; Romania; United Kingdom (Scotland); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Evaluationsforschung; Öffentliche Meinung; Cognitive process; Kognitiver Prozess; Wissensbasis; Politikfeldanalyse; Ausland; Politics of education; Bildungspolitik; Research method; Forschungsmethode; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Survey; Umfrage; Befragung; Auswertung; Sozialer Einfluss; Belgien; Frankreich; Ungarn; Polen; Rumänien
Abstract	The aim of this article is to open discussion by analysing the cognitive reception of PISA in six European countries which were studied in the European collective research project KNOWandPOL (Knowledge and Policy in Education and Health Sectors). Reception does not mean here a simple vertical transmission of messages from the international level to the national one, but a cognitive activity when messages are constantly accepted, refused or renegotiated by actors. The adjective "cognitive" means that the focus is on the cognitive aspects of this constant process of redefinition, trying to understand what kind of knowledge actors talking about PISA in the public debate mobilise, in which context and for what reasons. To do so, the author proposes a specific theoretical framework which largely draws on some concepts and theoretical tools from the sociology of translation and their adaptation in policy analysis). (Contains 2 tables, 1 figure and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10