Suchergebnisse

Intro -- Foreword -- Acknowledgements -- Contents -- About the Author -- Abbreviations -- List of Tables -- 1 (Re)Considering the 'Practical Value' of Comparison -- Abstract -- Introduction -- Purpose of the Research -- The Research Data -- Significance of the Research -- Structure of the Book -- References -- 2 The Evolving State of the OECD and PISA -- Abstract -- Introduction -- The OECD and Its Education Policy Work -- PISA for Schools: The Assessment -- PISA for Schools: The School Report -- Conclusion -- References -- 3 Topological Relations of Governance -- Abstract -- Introduction -- From Government to Governance -- Governing Through Heterarchy -- Topological Rationality and the 'Becoming Topological' of Culture -- New Scales and Spaces of Globalisation -- Power-Topologies -- Using Topology to Understand Educational Governance -- Policy Sociology: Policy as Text and Discourse -- Accounting for New Policies, People and Places -- Conclusion -- References -- 4 New Networks: Policy, Philanthropy and Profit -- Abstract -- Introduction -- 'We Want to Do PISA': Responding to US School-Level Pressure -- Assembling the PISA for Schools Policy Network -- Counting the Cost of PISA for Schools -- Funding and Delivering PISA for Schools -- 'Bringing People Together': The Role of America Achieves -- 'Treat This as a Product': The Role of Edu-business in PISA for Schools -- Conclusion -- References -- 5 New Cartographies: Relocating Schools in Topological Policy Spaces -- Abstract -- Introduction -- Achieving School-Level Relevance Through New Audiences -- 'Reaching Out Farther': Increasing the OECD's Policy 'Reach' -- Measure, then Improve: Determining the Data that Counts -- Commensuration and Crises of Perception -- Local School = International School System? -- Constructing Isomorphism in PISA for Schools.

[Extract] This chapter explores PISA for Schools, an instrument developed by the Organisation for Economic Cooperation and Development (OECD), in collaboration with a diverse array of (largely US-based) partner organizations, including philanthropic foundations, not-for-profit agencies and commercial edu-businesses. PISA for Schools, a school-based variant of the OECD's influential Programme for International Student Assessment (PISA) test, not only assesses school performance in reading, mathematics and science against international schooling systems, but also promotes examples of what the OECD presents as best practices from notionally world-class schooling systems (i.e., as measured by PISA), as well as the policy expertise of the OECD itself. This arguably reflects the expanding scope, scale and explanatory power of the OECD's education policy work (Sellar and Lingard 2014), which helps extend the relevance of PISA beyond national policymakers and political leaders into decidedly more local schooling spaces (i.e., schools and schooling districts). Specifically, my focus here is how PISA for Schools helps to constitute new spaces and relations of global education policymaking, and how these emergent relational or topological, spatialities enable the OECD to influence how schooling is locally thought and practiced.

This paper examines the Organization for Economic Cooperation and Development's (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine 'what works' in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how 'world-class' schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can 'talk back' to national and state authorities, and potentially promote more 'authentic' understandings of, and possibilities for, schooling accountability. ; Este artículo examina la Organización para la Cooperación Económica y el Desarrollo (OCDE) PISA para escuelas, una nueva variante del Programa Internacional de Evaluación de Alumnos (PISA) que compara el desempeño a nivel de la escuela en lectura, matemáticas y ciencias con sistemas Internacionales (por ejemplo, Shanghai-China, Finlandia). Específicamente, centrarse aquí en una comunidad de aprendizaje profesional - la Red Global de Aprendizaje (GLN) - de los Estados Unidos Que las escuelas y distritos participaron en el PISA voluntariamente para escuelas, y como Esto, sin duda, normativamente ayuda a determinar 'lo que funciona' En la educación. Dibujo sugestivamente a través de un pensamiento diversificado en torno a modos contemporáneos de gobernanza, y espacios topológicos y relaciones asociadas a la globalización emergente, e informó por medio de entrevistas con 33 actores políticos en todo el PISA para ciclo político Escuelas, mis análisis sugieren que GLN Permite la OCDE a la OCDE Discursivamente y normativamente Restringir Cómo se definen las escuelas y los sistemas de "clase mundial" y sus políticas y prácticas. Sin embargo, y teniendo en cuenta las capacidades productivas de las relaciones de poder, defiendo también que GLN ofrece oportunidades para educadores y líderes para emprender una colaboración significativa y compartir, y para encontrar espacios políticos fuera de las definidas por más encuadramientos discursivos performativos de responsabilización de las escuelas locales . A este propósito, explotar cómo GLN puede ayudar a fomentar espacios alternativos de política desde los que los educadores pueden "hablar de vuelta" a las autoridades nacionales y estatales, y potencialmente promover más entendimientos 'auténticos' de, y las posibilidades de, rendición de cuentas en las escuelas. ; Este artigo examina a Organização para a Cooperação Econômica e do Desenvolvimento (OCDE) PISA para escolas, uma nova variante do Programa Internacional de Avaliação de Alunos (PISA) que compara o desempenho ao nível da escola em leitura, matemática e ciências Com sistemas escolares internacionais (por exemplo, , Shanghai-China, Finlândia). Especificamente, foco aqui em uma comunidade de aprendizado profissional - a Rede Global de Aprendizagem (GLN) - dos EUA Que as escolas e distritos participaram no PISA voluntariamente para escolas, e como Isto, sem dúvida, normativamente ajuda a determinar 'o que funciona' na educação. Desenho sugestivamente através pensamento diversificado em torno modos contemporâneos de governança, e espaços topológicos e relações associadas à globalização emergente, e informou por meio de entrevistas com 33 atores políticos em todo o PISA para ciclo político Escolas, minhas análises sugerem que GLN Permite a OCDE a discursivamente e normativamente Restringir Como as escolas e os sistemas de "classe mundial" e suas políticas e práticas são definidos. No entanto, e tendo em conta as capacidades produtivas das relações de poder, defendo também que GLN oferece oportunidades para educadores e líderes para empreender colaboração significativa e partilha, e para encontrar espaços políticos fora das definidas por mais enquadramentos discursivos performativas de responsabilização das escolas locais. Para este fim, eu explorar como GLN pode ajudar a fomentar espaços alternativos de política a partir do qual os educadores podem 'falar de volta' às autoridades nacionais e estaduais, e potencialmente promover mais entendimentos 'autênticas' de, e as possibilidades de, prestação de contas nas escolas.

In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia's federal system. Drawing upon an emerging body of research on 'policy assemblage' within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant 'component parts' in the development of the APST: the Australian federal government; New South Wales state government agencies; and the Organisation for Economic Cooperation and Development. While policies like the APST claim to be national in form and scope, our analysis suggests 'the national' is much more disjunctive and nebulous, constituted by a heterogeneous and emergent assemblage of policy ideas, practices, actors and organisations, which often reflect transnational traits and impulses. We thus see national reforms such as the APST as having a phantom-like nature, which poses challenges for researchers seeking to understand the making of national policies in federal systems.