Configuring the Low Performing User: PISA, TIMSS and the United Arab Emirates

Autor/inn/en	Morgan, Clara; Ibrahim, Ali
Titel	Configuring the Low Performing User: PISA, TIMSS and the United Arab Emirates
Quelle	In: Journal of Education Policy, 35 (2020) 6, S.812-835 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morgan, Clara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1635273
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Elementary Secondary Education; Science Tests; Mathematics Achievement; Science Achievement; Mathematics Tests; Case Studies; Accountability; Principals; Assistant Principals; Administrator Attitudes; Teacher Attitudes; Public Officials; Educational Practices; Educational Change; Low Achievement; Material Development; United Arab Emirates; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; Verantwortung; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Lehrerverhalten; Bildungspraxis; Bildungsreform; Unterdurchschnittliche Leistung; Lehrmaterialentwicklung; Vereinigte Arabische Emirate
Abstract	Scholars of the global phenomenon of international student assessments (e.g., PISA, TIMSS) have paid little attention to the ways in which student users of these material objects are "configured" in nations that are located at the periphery of knowledge production. Our analysis takes the United Arab Emirates as its case study to capture the social construction processes and relations of PISA and TIMSS users, agents and test objects within global educational accountability infrastructures. Drawing on evidence collected from interviews with principals, vice principals and teachers in nine schools as well as with government officials, we reveal how the state plays a role in the re/configuration of the user in this process. We also trace the discursive and emotional narratives that delineate usage and the institutional practices deployed to solidify user re/configurations. We argue that user configurations induce institutional reforms, cognitive remappings, and affective reactions which reflect adaptations being made by 'real' users to "misconfigured" material objects. We suggest that rather than blaming students for their poor performance on global tests, it is more appropriate to point to a failure in the material object's obdurate design and monocultural user configuration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01