PISA Lends Legitimacy: A Study of Education Policy Changes in Germany and Sweden after 2000

Autor/in	Ringarp, Johanna
Titel	PISA Lends Legitimacy: A Study of Education Policy Changes in Germany and Sweden after 2000
Quelle	In: European Educational Research Journal, 15 (2016) 4, S.447-461 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116630754
Schlagwörter	Educational Policy; Educational Change; Cross Cultural Studies; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Educational Administration; Administrative Organization; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Comparative Education; Policy Analysis; Germany; Sweden; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Cultural comparison; Kulturvergleich; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Bildungsverwaltung; Schuladministration; Schulverwaltung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vergleichende Erziehungswissenschaft; Politikfeldanalyse; Deutschland; Schweden
Abstract	School issues have become increasingly important in public elections and political debates, leading to increased focus on the results students achieve in international large-scale assessments and in the rankings of the involved countries. One of the most important studies of scholastic performance is the Programme for International Student Assessment (PISA), which has gained a good deal of attention since the first study was published in 2000. This article analyses to what extent examples from international assessments and other countries' results have been used as arguments for school policy change in Germany and Sweden. The conclusion is that both countries, after undergoing a "PISA shock", found justification for changes in their education policy by referring to other countries. Their views of how to solve the problem (i.e., the drop in results) were also similar: increased management and control of parts of the education system, albeit by different means. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01