Literaturnachweis - Detailanzeige
Autor/inn/en | Pettersson, Daniel; Prøitz, Tine Sophie; Forsberg, Eva |
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Titel | From Role Models to Nations in Need of Advice: Norway and Sweden under the OECD's Magnifying Glass |
Quelle | In: Journal of Education Policy, 32 (2017) 6, S.721-744 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0268-0939 |
DOI | 10.1080/02680939.2017.1301557 |
Schlagwörter | Foreign Countries; Educational Policy; International Education; Educational Change; Equal Education; Evaluation Methods; Cross Cultural Studies; Student Evaluation; International Organizations; Lifelong Learning; Educational Improvement; Educational Quality; Comparative Education; Educational Assessment; Governance; Social Systems; Educational History; Teacher Evaluation; Teacher Effectiveness; Elementary Secondary Education; Institutional Evaluation; National Competency Tests; Norway; Sweden Ausland; Politics of education; Bildungspolitik; Internationale Erziehung; Bildungsreform; Cultural comparison; Kulturvergleich; Schulnote; Studentische Bewertung; International organisation; International organisations; International organization; Internationale Organisation; Life-long learning; Lebenslanges Lernen; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Vergleichende Erziehungswissenschaft; Education; assessment; Bewertungssystem; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Social system; Soziales System; History of education; Bildungsgeschichte; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Norwegen; Schweden |
Abstract | By analysing five separate OECD reviews of evaluation and assessment practices with Norway and Sweden as cases, our study illustrates different ways in which a specific international educational reasoning is blended into more context-based national education policies and, as such, works in parallel with internal reforms and agendas. It is evident that an overarching narrative promotes the importance of coherent and integrated systems of evaluation and assessment in order to strengthen social and political endeavours for equity, quality and achievements. The parallel mix of OECD discourses and national discourses creates a combined narrative in which evaluations and assessments appear natural, self-evident and rational as well as highly adaptable to national settings. The study shows that national vertical and/or horizontal developments are intertwined with the OECD policy recommendations, which are quite general in character. In a continuing process of uploading and downloading, within different contexts, policies are elaborated and recontextualised. Evaluations and assessments are part of a contemporary rational paradigm for mapping and promoting performance in national educational systems--what we identify as a comparative curriculum code. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |