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The Making of Educational Policies: PISA and the Fabrication of Facts on Teaching and Teachers
Inland University of Applied Sciences, Norway.
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
University of Southeast Norway, Norway.
2018 (engelsk)Inngår i: Education policies and the restructuring of the educational profession: Global and comparative perspectives / [ed] Carvalho, L. M., Min, L., Normand, R. & Andrade Oliver, D., Singapore: Springer, 2018, 1, s. 13-26Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Since their inception, international large-scale assessments introduced by the OECD, such as PISA, have been widely discussed and disseminated in various social fields, e.g. policy, research, practice and the media. Administrative and political actors have responded to PISA and taken part in discussions about the results (e.g. Pettersson in Internationell kunskapsbedömning som inslag i nationell styrning av skolan. Uppsala University, Uppsala, 2008; Hopmann in European Educational Research Journal 6:109–124, 2007, 2015; Ozga in Fabricating quality in education: data and governance in Europe. Routledge, New York, 2011; Ertl in Oxford Review of Education 32:619–634, 2006; Grek in Journal of Education Policy 24:23–37, 2009).

sted, utgiver, år, opplag, sider
Singapore: Springer, 2018, 1. s. 13-26
Serie
Perspectives on Rethinking and Reforming Education (PRRE), ISSN 2366-1658, E-ISSN 2366-1666
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URN: urn:nbn:se:hig:diva-25196DOI: 10.1007/978-981-10-8279-5_2ISBN: 978-981-10-8278-8 (tryckt)ISBN: 978-981-10-8279-5 (digital)OAI: oai:DiVA.org:hig-25196DiVA, id: diva2:1140032
Tilgjengelig fra: 2017-09-11 Laget: 2017-09-11 Sist oppdatert: 2018-12-06bibliografisk kontrollert

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Totalt: 64 treff
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