Governing Schooling through "What Works": The OECD's PISA for Schools

Autor/in	Lewis, Steven
Titel	Governing Schooling through "What Works": The OECD's PISA for Schools
Quelle	In: Journal of Education Policy, 32 (2017) 3, S.281-302 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1252855
Schlagwörter	Governance; School Administration; Educational History; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Best Practices; Protocol Analysis; Academic Achievement; Cultural Influences; Educational Policy; Program Descriptions; School Effectiveness; Semi Structured Interviews; New York; Virginia; Texas; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; History of education; Bildungsgeschichte; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Schulleistung; Cultural influence; Kultureinfluss; Politics of education; Schuleffizienz
Abstract	This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD's) influential PISA that not only assesses an individual school's performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of "best practice" from "world class" schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of "governing by examples", the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors--or "out of school" factors--are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on "what works." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01