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<!DOCTYPE html><html><head><title>Understanding PISA’s Attractiveness: Critical Analyses in Comparative Policy ... - Google Books</title><link rel="stylesheet" href="/books/css/_a33f2a89320471e58c940b9287b9d4eb/kl_viewport_kennedy_full_bundle.css" type="text/css" /><link rel="stylesheet"href="https://fonts.googleapis.com/css2?family=Product+Sans:wght@400"><script src="/books/javascript/v2_a33f2a89320471e58c940b9287b9d4eb__en.js"></script><script>_OC_Hooks = ["_OC_Page", "_OC_SearchReload", "_OC_TocReload", "_OC_EmptyFunc", "_OC_SearchPage", "_OC_QuotePage" ];for (var _OC_i = 0; _OC_i < _OC_Hooks.length; _OC_i++) {eval("var " + _OC_Hooks[_OC_i] + ";");}function _OC_InitHooks () {for (var i = 0; i < _OC_Hooks.length; i++) {var func = arguments[i];eval( _OC_Hooks[i] + " = func;");}}</script><link rel="canonical" href="https://books.google.com/books/about/Understanding_PISA_s_Attractiveness.html?id=5biKDwAAQBAJ"/><meta property="og:url" content="https://books.google.com/books/about/Understanding_PISA_s_Attractiveness.html?id=5biKDwAAQBAJ"/><meta name="title" content="Understanding PISA’s Attractiveness"/><meta name="description" content="Understanding PISA's Attractiveness examines how policy makers and the media interpret the results of PISA league-leaders, losers, and slippers in ways that suit their own reform agendas. As a result, a myriad of explanations exist as to why an educational system is high or low performing. The chapters, written by leading scholars from Australia, Austria, Denmark, Finland, Germany, Norway, Singapore, South Korea, Spain, Sweden, Taiwan, the UK and the USA, provide a fascinating account of why results from PISA and other international large-scale assessments are interpreted and translated differently in the various countries. The analyses in this book bring to light the wide array of idiosyncratic projections into these international tests. In some countries, these tests are also used to scandalise one's own educational system and to generate quasi-external reform pressure. Compiled by two leading scholars in comparative education, Florian Waldow and Gita Steiner-Khamsi, this book offers a truly global perspective on the uses and abuses of PISA and will be of great interest to students and academics working in educational policy, comparative education and political science and those working on large-scale data sets."/><meta property="og:title" content="Understanding PISA’s Attractiveness"/><meta property="og:type" content="book"/><meta property="og:site_name" content="Google Books"/><meta property="og:image" content="https://books.google.com.sg/books/publisher/content?id=5biKDwAAQBAJ&printsec=frontcover&img=1&zoom=1&edge=curl&imgtk=AFLRE72UXFRYhBjgDF_QCN8OcfP7MJiyyQQk1mVz9c9MunwAcuJbSVttqOaQ3MtIx1g-m7kv3ZTCIPVaZxSOOe6zclssNbkn6Qe9c1LPLlBUy1X7rifmq-lLmf80q1lQPklYrmLnyiaF"/><link rel="image_src" href="https://books.google.com.sg/books/publisher/content?id=5biKDwAAQBAJ&printsec=frontcover&img=1&zoom=1&edge=curl&imgtk=AFLRE72UXFRYhBjgDF_QCN8OcfP7MJiyyQQk1mVz9c9MunwAcuJbSVttqOaQ3MtIx1g-m7kv3ZTCIPVaZxSOOe6zclssNbkn6Qe9c1LPLlBUy1X7rifmq-lLmf80q1lQPklYrmLnyiaF"/><script></script><style>#gbar,#guser{font-size:13px;padding-top:1px !important;}#gbar{height:22px}#guser{padding-bottom:7px !important;text-align:right}.gbh,.gbd{border-top:1px solid #c9d7f1;font-size:1px}.gbh{height:0;position:absolute;top:24px;width:100%}@media all{.gb1{height:22px;margin-right:.5em;vertical-align:top}#gbar{float:left}}a.gb1,a.gb4{text-decoration:underline !important}a.gb1,a.gb4{color:#00c !important}.gbi .gb4{color:#dd8e27 !important}.gbf .gb4{color:#900 !important} #gbar { padding:.3em .6em !important;}</style></head><body class=""><div id=gbar><nobr><a target=_blank class=gb1 href="https://www.google.com.sg/search?tab=pw">Search</a> <a target=_blank class=gb1 href="https://www.google.com.sg/imghp?hl=en&tab=pi">Images</a> <a target=_blank class=gb1 href="https://maps.google.com.sg/maps?hl=en&tab=pl">Maps</a> <a target=_blank class=gb1 href="https://play.google.com/?hl=en&tab=p8">Play</a> <a target=_blank class=gb1 href="https://www.youtube.com/?tab=p1">YouTube</a> <a target=_blank class=gb1 href="https://news.google.com/?tab=pn">News</a> <a target=_blank class=gb1 href="https://mail.google.com/mail/?tab=pm">Gmail</a> <a target=_blank class=gb1 href="https://drive.google.com/?tab=po">Drive</a> <a target=_blank class=gb1 style="text-decoration:none" href="https://www.google.com.sg/intl/en/about/products?tab=ph"><u>More</u> »</a></nobr></div><div id=guser width=100%><nobr><span id=gbn class=gbi></span><span id=gbf class=gbf></span><span id=gbe></span><a target=_top id=gb_70 href="https://www.google.com/accounts/Login?service=print&continue=https://books.google.com.sg/books%3Fid%3D5biKDwAAQBAJ%26pg%3DPA181%26dq%3D%2522Pisa%2522%2B-wikipedia%26hl%3Den%26sa%3DX&hl=en&ec=GAZACg" class=gb4>Sign in</a></nobr></div><div class=gbh style=left:0></div><div class=gbh style=right:0></div><div role="alert" style="position: absolute; left: 0; right: 0;"><a href="https://books.google.com.sg/books?id=5biKDwAAQBAJ&pg=PA181&dq=%22Pisa%22+-wikipedia&hl=en&sa=X&output=html_text" title="Screen reader users: click this link for accessible mode. 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As a result, a myriad of explanations exist as to why an educational system is high or low performing. The chapters, written by leading scholars from Australia, Austria, Denmark, Finland, Germany, Norway, Singapore, South Korea, Spain, Sweden, Taiwan, the UK and the USA, provide a fascinating account of why results from PISA and other international large-scale assessments are interpreted and translated differently in the various countries. The analyses in this book bring to light the wide array of idiosyncratic projections into these international tests. In some countries, these tests are also used to scandalise one's own educational system and to generate quasi-external reform pressure. Compiled by two leading scholars in comparative education, Florian Waldow and Gita Steiner-Khamsi, this book offers a truly global perspective on the uses and abuses of PISA and will be of great interest to students and academics working in educational policy, comparative education and political science and those working on large-scale data sets.","my_library_url":"https://www.google.com/accounts/Login?service=print\u0026continue=https://books.google.com.sg/books%3Fop%3Dlibrary\u0026hl=en","is_magazine":false,"is_public_domain":false,"last_page":{"pid":"PA256","order":268,"title":"256"}},{"enableUserFeedbackUI":true,"pseudocontinuous":true,"is_cobrand":false,"sign_in_url":"https://www.google.com/accounts/Login?service=print\u0026continue=https://books.google.com.sg/books%3Fid%3D5biKDwAAQBAJ%26pg%3DPA181%26dq%3D%2522Pisa%2522%2B-wikipedia%26hl%3Den%26sa%3DX\u0026hl=en","isEntityPageViewport":false,"showViewportOnboarding":false,"showViewportPlainTextOnboarding":false},{"page":[{"pid":"PA181","flags":8,"order":193,"vq":"\u0026quot;Pisa\u0026quot; -wikipedia"}]},null,{"number_of_results":92,"search_results":[{"page_id":"PR5","page_number":"v","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Top Scorers as Projection Screens in German Print Media Florian Waldow Nordic Reference Societies in School Reforms in Norway: An Examination of Finland and the Use of International Large-Scale Assessments Kirsten Sivesind \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=5biKDwAAQBAJ\u0026pg=PR5\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA7","page_number":"7","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e results. Also, Finland has tried to actively turn other countries\u0026#39; interest into an export strategy. Just as low ILSA scores do not automatically lead to the scandalization of one\u0026#39;s own education system (Steiner-Khamsi 2004 ), high\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=5biKDwAAQBAJ\u0026pg=PA7\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA9","page_number":"9","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e” (Gorur 2016 , 598). \u003cb\u003ePISA\u003c/b\u003e becomes a “project of legibility” (Gorur 2016 , 598), with the help of which the complexity of real-life education systems and situations can be reduced. Part of the attractiveness of “seeing like \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=5biKDwAAQBAJ\u0026pg=PA9\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA14","page_number":"14","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. Top. Scorers. Lluís Parcerisa and Antoni Verger look at how the \u003cb\u003ePISA\u003c/b\u003e results were processed and used by policy-makers in the context of education reforms in Chile . Among other things, they investigate the increasing influence of\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=5biKDwAAQBAJ\u0026pg=PA14\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA15","page_number":"15","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e results were gradually “discovered” as a tool for agenda-setting and resource mobilization in Finnish education policy-making over the course of the various \u003cb\u003ePISA\u003c/b\u003e rounds. The massive interest in Finnish education from other\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=5biKDwAAQBAJ\u0026pg=PA15\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA17","page_number":"17","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e league leader such as Finland constitutes a modern form of political alchemy. 6 The article was published about a month after the publication of the results of \u003cb\u003ePISA\u003c/b\u003e 2009, the \u003cb\u003ePISA\u003c/b\u003e round in which Shanghai participated for the first\u0026nbsp;...","page_url":"https://books.google.com.sg/books?id=5biKDwAAQBAJ\u0026pg=PA17\u0026dq=%22Pisa%22+-wikipedia"},{"page_id":"PA20","page_number":"20","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e for the United States , Programme for International Student Assessment, Paris : Organisation for Economic Co-operation and Development. Oxford English Dictionary ( 2017 ), “Projection ,” in Oxford English Dictionary Online , Oxford\u0026nbsp;..."},{"page_id":"PA32","page_number":"32","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e (OECD) (Cox and Meckes 2016 ). With the passage of time, the results of Chile in these different ILSAs have gained media attention and relevance in ... [\u003cb\u003ePISA\u003c/b\u003e] has had a role because it has 32 Understanding \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e Attractiveness."},{"page_id":"PA33","page_number":"33","snippet_text":"... [\u003cb\u003ePISA\u003c/b\u003e] has had a role because it has allowed to install the discourse on the stagnation of the results in Chile. Here is something that at least serves us much to argue why ... \u003cb\u003ePISA\u003c/b\u003e is perceived as a useful \u003cb\u003ePISA\u003c/b\u003e Projections in Chile 33."},{"page_id":"PA34","page_number":"34","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e is perceived as “the global benchmark of developed countries” (Kamens 2013 ). Not surprisingly, Chile is interested in improving its position in the \u003cb\u003ePISA\u003c/b\u003e ranking as a way to differentiate itself from other southern countries and\u0026nbsp;..."},{"page_id":"PA47","page_number":"47","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e and TIMSS (GLOBED Master Lecture), Barcelona : Universitat Autònoma de Barcelona . Takayama, K. ( 2008 ), “The Politics of International League Tables: \u003cb\u003ePISA\u003c/b\u003e in Japan\u0026#39;s Achievement Crisis Debate , ” Comparative Education , 44 (4)\u0026nbsp;..."},{"page_id":"PT60","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance had almost transmogrified into a broader narrative of general school decline. East Asian systems remained important reference societies and with Singapore topping \u003cb\u003ePISA\u003c/b\u003e 2015, as reported in 2016, this continued as did\u0026nbsp;..."},{"page_id":"PA50","page_number":"50","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance were an important component of the backdrop to a substantial national reform agenda that was implemented from 2007 onwards by a federal Labor government (Baroutsis and Lingard 2017 ). However, public attention to \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA51","page_number":"51","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance from 2006 onward ( Table 3.1 ). Additionally, Shanghai\u0026#39;s stellar performance on \u003cb\u003ePISA\u003c/b\u003e 2009 caused real consternation in Australian policy and political circles, following extensive media coverage. This concern was about\u0026nbsp;..."},{"page_id":"PA52","page_number":"52","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e with a score of 570 for reading literacy. Shanghai was also the top performer in the other two domains of mathematics and science. While other East Asian nations had been at the top of the rankings in previous rounds, Shanghai\u0026#39;s\u0026nbsp;..."},{"page_id":"PA53","page_number":"53","snippet_text":"... \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e overarching objective, which has led to excessive and unfounded policy recommendations” (2014, 13). The value of \u003cb\u003ePISA\u003c/b\u003e as an instrument for shaping global education policy discourses and as an evidence-base for policy-making\u0026nbsp;..."},{"page_id":"PA54","page_number":"54","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. Performance. We argue that Australia experienced a \u003cb\u003ePISA\u003c/b\u003e shock in 2010 following the release of the 2009 \u003cb\u003ePISA\u003c/b\u003e results and the high quality performance of a number of East Asian schooling systems (four of the top five performing\u0026nbsp;..."},{"page_id":"PA56","page_number":"56","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e shock was the Gillard government legislating for Australia to be ranked in the top five on \u003cb\u003ePISA\u003c/b\u003e by 2025. In the prime minister\u0026#39;s statement above, we can see the significance of Asian schooling systems as reference systems for\u0026nbsp;..."},{"page_id":"PA58","page_number":"58","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance had almost transmogrified into a broader narrative of general school decline. East Asian systems remained important reference societies and with Singapore topping \u003cb\u003ePISA\u003c/b\u003e 2015, as reported in 2016, this continued as did\u0026nbsp;..."},{"page_id":"PA62","page_number":"62","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e in Australia, 2000–2014 ,” Journal of Education Policy , 32 ( 4 ), 432–49 . Bendix , R. ( 1978 ), Kings or People: Power and the Mandate to Rule , Berkeley : University of California Press . Chan , P. W. K. , and Seddon , T. ( 2014 )\u0026nbsp;..."},{"page_id":"PA65","page_number":"65","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Shock” This chapter investigates how Finland was constructed as a positive reference society and the East Asian \u003cb\u003ePISA\u003c/b\u003e top scorers as a negative reference society in the German quality press in the wake of \u003cb\u003ePISA\u003c/b\u003e. It looks at how\u0026nbsp;..."},{"page_id":"PA66","page_number":"66","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e showed enormous differences in achievement and educational opportunities between different social groups and between those of and not of immigration background. In addition, in an extension of the original study design (called \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA71","page_number":"71","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e-E, that is, the extension of the original \u003cb\u003ePISA\u003c/b\u003e study comparing the results of the different federal states in Germany. Thus, the international reference society Finland became particularly salient in conjunction with a\u0026nbsp;..."},{"page_id":"PA73","page_number":"73","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e-rounds, Sweden and Finland were still often named in one breath as “\u003cb\u003ePISA\u003c/b\u003e top scorers” (cf. Kobarg and Prenzel 2009 ), a pairing that gradually disappeared following the decline of the Swedish scores. The relative decline in the\u0026nbsp;..."},{"page_id":"PA75","page_number":"75","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e results. Just as in the Finnish case, the way in which education in the East Asian \u003cb\u003ePISA\u003c/b\u003e top scorers is framed has a long history. Already in the early 1990s, that is, long before the first round of \u003cb\u003ePISA\u003c/b\u003e, the (rare) articles on\u0026nbsp;..."},{"page_id":"PA76","page_number":"76","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, Japan, and Korea had higher scores in scientific and mathematical literacy than Finland. This, however, did not lead to them becoming a media sensation at the time. Only when Shanghai led the league tables in all three domains in \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA81","page_number":"81","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2012, Finland reached twelveth place in mathematical literacy, 5th place in scientific literacy and 6th place in reading literacy (OECD 2014 ). With the formulation quoted in the main text, Schmoll ( 2013 ) alludes to a GDR\u0026nbsp;..."},{"page_id":"PA86","page_number":"86","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e als bildungspolitisches Ereignis: Fallstudien in vier Bundesländern [\u003cb\u003ePISA\u003c/b\u003e as an Event in Education Policy: Case Studies in Four German Bundesländer], Wiesbaden : VS Verlag für Sozialwissenschaften . van Ackeren , I. ( 2002 ), “Von\u0026nbsp;..."},{"page_id":"PA93","page_number":"93","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2000 43 \u003cb\u003ePISA\u003c/b\u003e 2003 41 \u003cb\u003ePISA\u003c/b\u003e 2006 57 TALIS 2008 24 \u003cb\u003ePISA\u003c/b\u003e 2009 65 ( 754 ) \u003cb\u003ePISA\u003c/b\u003e 2012 65 ✓ ✓ ✓ vs 7 naaaa ace 3 8 9 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ca ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2008-13 23 ✓ ✓ ✓ ✓ PIAAC TALIS ✓ 2013 38 ✓ ✓ ✓ \u003cb\u003ePISA\u003c/b\u003e 72 ✓ ✓ ✓ ✓ 2015 2018 \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA101","page_number":"101","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e study. Finland also performed very well before \u003cb\u003ePISA\u003c/b\u003e. In the IEA\u0026#39;s 1991 Reading Literacy Study, Finland showed the highest country performance on overall reading. According to Elley ( 1992 ) this result was unexpected given the\u0026nbsp;..."},{"page_id":"PA109","page_number":"109","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e is created, but also how historical, geopolitical and cultural contexts influence the conditions under which \u003cb\u003ePISA\u003c/b\u003e results resonate in national settings (Green Saraisky 2015 ). More specifically, this chapter analyzes the use of\u0026nbsp;..."},{"page_id":"PA110","page_number":"110","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. The analysis confirms that comparisons with these other countries has little to do with any interest in adopting policies from other places, but much to do with education ... \u003cb\u003ePISA\u003c/b\u003e to great 110 Understanding \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e Attractiveness."},{"page_id":"PA111","page_number":"111","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e to great discursive effect to make commonplace the notion that the United States lags behind its competition in educational performance. But \u003cb\u003ePISA\u003c/b\u003e has not been the source of any clear policy change. \u003cb\u003ePISA\u003c/b\u003e is a particularly attractive\u0026nbsp;..."},{"page_id":"PA112","page_number":"112","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e demonstrate how actors legitimate their own policy preferences by admiring or rebuking policy approaches from elsewhere. Reference societies provide a “blank canvas” (Smithers 2004 ), a “projection screen,” (Waldow 2012 ), or a\u0026nbsp;..."},{"page_id":"PA115","page_number":"115","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e instrument because it ran counter to the OECD\u0026#39;s understanding of country systems as entities that were separate and different. Nonetheless, the United States pushed for the development of \u003cb\u003ePISA\u003c/b\u003e as an “objective” way to measure and\u0026nbsp;..."},{"page_id":"PA116","page_number":"116","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance over time Subject Country 2000 2003 2006 2009 Mathematics* 493 500 496 493 483** OECD United States ... \u003cb\u003ePISA\u003c/b\u003e in the United States, I conducted a media content analysis of all articles that referenced \u003cb\u003ePISA\u003c/b\u003e between\u0026nbsp;..."},{"page_id":"PA117","page_number":"117","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e is the primary concern of the article and articles where \u003cb\u003ePISA\u003c/b\u003e is referenced in passing. The inclusion of these simple mentions provides a subtler look at how ideas about \u003cb\u003ePISA\u003c/b\u003e are created and change over time. The date range was\u0026nbsp;..."},{"page_id":"PA118","page_number":"118","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e discourse (“scandalization”), and references to the successes of top-scoring China and Finland (“projection”) are most pronounced during and after this period. However ... \u003cb\u003ePISA\u003c/b\u003e 2009 (N=84) 118 Understanding \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e Attractiveness."},{"page_id":"PA119","page_number":"119","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009 (N=84) Post-\u003cb\u003ePISA\u003c/b\u003e 2009 (N=160) the references; that is, it does not show whether the references were positive or negative but rather provides an aggregate tally of each time the United States is compared to a foreign country in\u0026nbsp;..."},{"page_id":"PA122","page_number":"122","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e results, with thenPresident Barack Obama and then-Secretary of Education Arne Duncan taking the same argument. Duncan, for instance states, up I ... \u003cb\u003ePISA\u003c/b\u003e. 25 21 s 20 15 ecnerefer f o r e 122 Understanding \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e Attractiveness."},{"page_id":"PA124","page_number":"124","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance emphasize different explanations of success between the two countries. Figure 6.5 compares what the media say about explanations for success in each country. Media discuss Finland and China both as systems to emulate\u0026nbsp;..."},{"page_id":"PA128","page_number":"128","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e scores, as well as to whom the press gives voice in the debate, aligns with dominant interpretations of US education since the early 1980s. Though US performance scores on \u003cb\u003ePISA\u003c/b\u003e remained essentially the same during the entire first\u0026nbsp;..."},{"page_id":"PA129","page_number":"129","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. Prior to China\u0026#39;s participation in \u003cb\u003ePISA\u003c/b\u003e, US reaction was muted. But press coverage shifted in volume and in tone when a major geopolitical rival bested the United States in the ranking tables. China\u0026#39;s top performance is used as\u0026nbsp;..."},{"page_id":"PT148","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance is an example of self-projection. The. Study. Method This study is part of a larger study on the responses of and strategies adopted by the Chinese officials in the wake of Shanghai\u0026#39;s remarkable achievement in \u003cb\u003ePISA\u003c/b\u003e (Tan\u0026nbsp;..."},{"page_id":"PA137","page_number":"137","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. Scholars seeking to understand the reasons behind \u003cb\u003ePISA\u003c/b\u003e outcomes have articulated the sociohistorical context of Finland\u0026#39;s schooling system (Simola 2005 , 2015 ; Chung 2009 ; Simola and Rinne 2011 ; Grek and Rinne 2011 ). Normative\u0026nbsp;..."},{"page_id":"PA138","page_number":"138","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e can change the Finnish education policy agenda or whether \u003cb\u003ePISA\u003c/b\u003e rather is used as a means to support the existing one. In this chapter, we first describe Finland\u0026#39;s national education policies in relation to its sociohistorical\u0026nbsp;..."},{"page_id":"PA140","page_number":"140","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e-based scandalization and projection have been used to formulate education policy in contemporary Finland. To answer it, we analyze two types of government policy ... \u003cb\u003ePISA\u003c/b\u003e results in press 140 Understanding \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e Attractiveness."},{"page_id":"PA141","page_number":"141","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e results in press releases, and how it influenced their education policy agenda. The first \u003cb\u003ePISA\u003c/b\u003e round in 2000 happened during the period of the so-called Rainbow Government, a coalition of five parties ranging from left to right\u0026nbsp;..."},{"page_id":"PA142","page_number":"142","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e evaluation was about \u003cb\u003ePISA\u003c/b\u003e 2003 in December 2004 by Minister of Education Tuula Haatainen, a Social Democrat like her predecessor. Although she specifically addressed how “[y] oung Finns were among the OECD top in mathematics\u0026nbsp;..."},{"page_id":"PA143","page_number":"143","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006 by Sari Sarkomaa, Minister of Education from the National Coalition Party, was published in a Finnish language-only press release. Though she expressed satisfaction with the excellent results, she also stressed that policy\u0026nbsp;..."},{"page_id":"PA144","page_number":"144","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e by the government: continuing reduction of class size and strengthening special needs education (both already in the 2003 agenda; see Gov. 3, Doc. 5), multi-professional student care to prevent the social exclusion of children and\u0026nbsp;..."},{"page_id":"PA146","page_number":"146","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2015 as well as TIMSS (Trends in International Mathematics and Science Study). The results of the 2016 TIMSS, coordinated by the IEA (International Association for the Evaluation of Educational Achievement), indicated “a clear\u0026nbsp;..."},{"page_id":"PA150","page_number":"150","snippet_text":"Critical Analyses in Comparative Policy Studies Florian Waldow, Gita Steiner-Khamsi. mentioning \u003cb\u003ePISA\u003c/b\u003e—not only after the “\u003cb\u003ePISA\u003c/b\u003e decline”—there were signals of worries referring to the \u003cb\u003ePISA\u003c/b\u003e results. In addition, government highlighted\u0026nbsp;..."},{"page_id":"PA151","page_number":"151","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e-Related Ministry of Education and Culture (MoEC) Press Releases and Government Programs in Finland between 1999 and 2016 Time in office / Date of the document Party of the prime minister (person\u0026#39;s name) and ruling parties of\u0026nbsp;..."},{"page_id":"PA152","page_number":"152","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2006: Excellent results for Finnish students December 4, 2007 Minister Sarkomaa: Hyviin \u003cb\u003ePISA\u003c/b\u003e-tuloksiin pyritään myös tulevaisuudessa [We also strive for good \u003cb\u003ePISA\u003c/b\u003e results in the future] July 14, 2009 Minister Virkkunen\u0026nbsp;..."},{"page_id":"PA153","page_number":"153","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009—raportti selittää \u003cb\u003ePISA\u003c/b\u003e—tulosten syitä ja muutossuuntia [\u003cb\u003ePISA\u003c/b\u003e 2009—Report explaining the causes and directions of change for \u003cb\u003ePISA\u003c/b\u003e Results] July 28, 2012 Gustafsson lupaa syksyllä esityksen koulutuksellisen tasa-arvon\u0026nbsp;..."},{"page_id":"PA161","page_number":"161","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e (Tan 2012 ; 2013 ). In both the 2009 and 2012 \u003cb\u003ePISA\u003c/b\u003e, Shanghai emerged top in mathematics, reading, and science (OECD 2010 ; 2014a , b). Consequently, policy-makers such as those in the UK have selectively referenced policies in East\u0026nbsp;..."},{"page_id":"PA164","page_number":"164","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance is an example of self-projection. The. Study. Method. This study is part of a larger study on the responses of and strategies adopted by the Chinese officials in the wake of Shanghai\u0026#39;s remarkable achievement in \u003cb\u003ePISA\u003c/b\u003e (Tan\u0026nbsp;..."},{"page_id":"PA165","page_number":"165","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e performance comes in a “yes but” format. The leader of Shanghai \u003cb\u003ePISA\u003c/b\u003e team maintains that “\u003cb\u003ePISA\u003c/b\u003e gives us self-confidence but also prompts us to selfexamine” (cited in Dong 2013 ). Observing that “ the excellent result from \u003cb\u003ePISA\u003c/b\u003e does\u0026nbsp;..."},{"page_id":"PA167","page_number":"167","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e success in 2012 is not new. When Shanghai first participated in the 2009 \u003cb\u003ePISA\u003c/b\u003e, the \u003cb\u003ePISA\u003c/b\u003e team leader and fellow Shanghai \u003cb\u003ePISA\u003c/b\u003e team members comment that Shanghai\u0026#39;s groundbreaking average score of 556 for reading does not hide the\u0026nbsp;..."},{"page_id":"PA168","page_number":"168","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e data is an example of Kleinian introjection. OECD\u0026#39;s affirmation of Shanghai\u0026#39;s performance in \u003cb\u003ePISA\u003c/b\u003e allows the municipality to align itself with and champion OECD\u0026#39;s appraisal of Shanghai as a High-Performing Education System (HPES)\u0026nbsp;..."},{"page_id":"PA172","page_number":"172","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, huange shijiao kan jichu jiaoyu” [\u003cb\u003ePISA\u003c/b\u003e, Looking at Basic Education from a Different Angle], Guangming Ribao , February 7,6 . Crossley , M. ( 2014 ), “Global League Tables, Big Data and the International Transfer of Educational\u0026nbsp;..."},{"page_id":"PA173","page_number":"173","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e ceshi quanqiu diyi zhenjing oumei?” [Shanghai Students Top \u003cb\u003ePISA\u003c/b\u003e Worldwide: A Shock to Europe and the U.S.?], Zhongguo Qingnian Bao , December 17, http://zqb.cyol.com/content/2010 ... \u003cb\u003episa\u003c/b\u003e/ \u003cb\u003ePISA\u003c/b\u003e and Self-Projection in Shanghai 173."},{"page_id":"PA174","page_number":"174","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2009 Results: Executive Summary. https://www.oecd.org/\u003cb\u003episa\u003c/b\u003e/ pisaproducts/46619703.pdf (accessed November 12, 2017). OECD ( 2014a ), \u003cb\u003ePISA\u003c/b\u003e 2012 Results in Focus What 15-Year-Olds Know and What They Can Do with What They Know\u0026nbsp;..."},{"page_id":"PA175","page_number":"175","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e Success in Australia, Germany and South Korea ,” Comparative Education , 50 ( 3 ), 302–21 . Wang , J. ( 2012 ), “Kandong \u003cb\u003ePISA\u003c/b\u003e, kandong Zhongguo jiaoyu” [Understand \u003cb\u003ePISA\u003c/b\u003e, Understanding Education in China], Wenhui Bao , April 21, A\u0026nbsp;..."},{"page_id":"PA178","page_number":"178","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. The conclusion will relate these perceptions and projections to the wider transnational, hegemonic educational policy regimes that permeate the implementation of, and conclusions drawn from, \u003cb\u003ePISA\u003c/b\u003e. China\u0026#39;s. Participation. in. \u003cb\u003ePISA\u003c/b\u003e."},{"page_id":"PA181","page_number":"181","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e for data-mining purposes, without taking a clear normative stance on \u003cb\u003ePISA\u003c/b\u003e. 4 Hence, only articles of a clear debate character were included for this categorization. Looking. West: Learning. from. \u003cb\u003ePISA\u003c/b\u003e. Learning from \u003cb\u003ePISA\u003c/b\u003e is understood\u0026nbsp;..."},{"page_id":"PA182","page_number":"182","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, according to these researchers, will help to level out inequalities in terms of family background and urban-rural divide (Lu 2017 ). Others regard \u003cb\u003ePISA\u003c/b\u003e as a sort of break with the socialist tradition, according to which education\u0026nbsp;..."},{"page_id":"PA184","page_number":"184","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, but they show themselves shocked by the contextual factors, such as homework overload, lack of enthusiasm and low extent of self-directed learning; as well as an excessive focus on exceptional talents and exaggerated expectations\u0026nbsp;..."},{"page_id":"PA185","page_number":"185","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e with three prominent Chinese educationists, who expressed their concerns that the Chinese high performance in \u003cb\u003ePISA\u003c/b\u003e would be conflated with a general high quality of Chinese education. \u003cb\u003ePISA\u003c/b\u003e, it is argued, can by no means be used to\u0026nbsp;..."},{"page_id":"PA186","page_number":"186","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e success is judged to be both a curse and a blessing. The following sections will probe into the agendas behind these different stances. Mixed Blessings: Grounding Educational Reform, or Making China Great Again? Those who welcomed \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA187","page_number":"187","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e as undermining reform and making the undesirable visible; (2) \u003cb\u003ePISA\u003c/b\u003e as disturbing the balance in national-regional educational policy-making; and (3) \u003cb\u003ePISA\u003c/b\u003e as compromising China\u0026#39;s national independence in assessment, judgment, and\u0026nbsp;..."},{"page_id":"PA188","page_number":"188","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2015, after other regions had joined Shanghai in the sample, may have been the final straw to break the Shanghainese dominance in the educational reform discourse. As Zhu Yongxin remarks at the above-mentioned roundtable on \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA189","page_number":"189","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e as a colonizing instrument that imposes Western norms on other countries, has attracted comparatively wide attention in China. 6 From this perspective, the fact that a potentially malevolent power like the United States sheds\u0026nbsp;..."},{"page_id":"PA190","page_number":"190","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e, and school systems assessed by \u003cb\u003ePISA\u003c/b\u003e, not as analytical facts but as discursive positions in processes of policy negotiations and justifications. Wu talks specifically of “analyses based on blackbox-like thinking” (2014, 69) when\u0026nbsp;..."},{"page_id":"PA193","page_number":"193","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e duoguan dailai de xinwei” [The Gratification of Shanghainese Students Becoming the World Champions in \u003cb\u003ePISA\u003c/b\u003e], Nei Menggu Jiaoyu , 5 , 18 . Lam , W. W.-L. ( 2015 ), Chinese Politics in the Era of Xi Jinping. Renaissance, Reform, or\u0026nbsp;..."},{"page_id":"PA194","page_number":"194","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e High Performers: China (Country Note) , Paris : OECD . Pan , Y. ( 2012 ), “\u003cb\u003ePISA\u003c/b\u003e jiazhiguan he pingjiaguan dui Zhongguo jiaoyu chuangxin de qishi” [The Implications of the \u003cb\u003ePISA\u003c/b\u003e Concept of Values and Evaluation on the Education\u0026nbsp;..."},{"page_id":"PA196","page_number":"196","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e ceshi jieguo de yingxiang” [The Influence of the Tradition of Chinese Educational Culture on the \u003cb\u003ePISA\u003c/b\u003e Results], Jiaoyu Yanjiu yu Pinglun , 1 , 91–2 . Wu , J. , and Hu ... \u003cb\u003ePISA\u003c/b\u003e ceshi gaosu 196 Understanding \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e Attractiveness."},{"page_id":"PA197","page_number":"197","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e ceshi gaosu Zhongguo shenme” [What Does \u003cb\u003ePISA\u003c/b\u003e Shanghai Tell China?], Jiaoyu Xunkan , 6 , 37–8 . Zhou , J. , and Zou , X. ( 2016 ), “Zhongmei xuesheng jiaoyu buxi jihui de yingxiang yinsu bijiao—jiyu 2012 nian Zhongguo Shanghai he\u0026nbsp;..."},{"page_id":"PA199","page_number":"199","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. In December 2016, Singapore\u0026#39;s rise to international fame in education reached a high point when the results of \u003cb\u003ePISA\u003c/b\u003e 2015 were released, showing Singapore\u0026#39;s students to be the top performers (“\u003cb\u003ePISA\u003c/b\u003e with all the toppings,” as a\u0026nbsp;..."},{"page_id":"PA200","page_number":"200","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e and other international league tables, a specific model of educational excellence, which (borrowing an ... \u003cb\u003ePISA\u003c/b\u003e has acquired an important role as an external endorsement of reform efforts. The reason for this is not simply\u0026nbsp;..."},{"page_id":"PA204","page_number":"204","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e: Success cannot be explained by rote learning, either. \u003cb\u003ePISA\u003c/b\u003e assesses metacognitive content knowledge and problem solving abilities. These skills are not conducive to rote learning. In fact, rote learning in preparation for \u003cb\u003ePISA\u003c/b\u003e\u0026nbsp;..."},{"page_id":"PA207","page_number":"207","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. as. an. Endorsement. of. Education. Reform. It is on this background that the reception of \u003cb\u003ePISA\u003c/b\u003e in Singapore becomes of interest. With \u003cb\u003ePISA\u003c/b\u003e (in which Singapore started to participate in 2009) the previously separate paths of\u0026nbsp;..."},{"page_id":"PA208","page_number":"208","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e in Singapore—in media coverage, and especially in statements by education officials and experts—this understanding of \u003cb\u003ePISA\u003c/b\u003e plays a pivotal role. In most countries news media tend to present \u003cb\u003ePISA\u003c/b\u003e simply as a test, which measures\u0026nbsp;..."},{"page_id":"PA209","page_number":"209","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e 2015. Thus, one newspaper on its front page announced the results of \u003cb\u003ePISA\u003c/b\u003e under the heading “from rote learning to critical thinking” (Foo 2016a )—thereby presenting \u003cb\u003ePISA\u003c/b\u003e 2015 as a kind of arrival of education reform. Similarly, a\u0026nbsp;..."},{"page_id":"PA210","page_number":"210","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e study: “Regardless of how they rank relative to students from elsewhere, our students\u0026#39; own scores are better this time than when we first took part in \u003cb\u003ePISA\u003c/b\u003e in 2009” (Heng 2013 ). This dismissal of the competitive or ranking aspect of\u0026nbsp;..."},{"page_id":"PA211","page_number":"211","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e is rehearsed over and over again in the media and in statements by the MOE, this is also because many Singaporeans stubbornly continue to believe that Singapore\u0026#39;s performance in \u003cb\u003ePISA\u003c/b\u003e and other league tables is caused by repetitive\u0026nbsp;..."},{"page_id":"PA212","page_number":"212","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e success, which praises Singapore education in terms like “curiosity”, “joy of learning” and \u0026#39; “intrinsic motivation” (Ng 2016 ). Even in the case of \u003cb\u003ePISA\u003c/b\u003e, high performance remains associated with the “old,” un-reformed aspects of\u0026nbsp;..."},{"page_id":"PA213","page_number":"213","snippet_text":"... (\u003cb\u003ePISA\u003c/b\u003e). (Poon 2013 , 23) In this sense, it is perfectly possible for a \u003cb\u003ePISA\u003c/b\u003e top scorer like Singapore to be struck by \u003cb\u003ePISA\u003c/b\u003e envy. This envy, however, does not concern performance itself, but that which is more than “mere” performance\u0026nbsp;..."},{"page_id":"PA215","page_number":"215","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e forms a partial exception here because this model is built into \u003cb\u003ePISA\u003c/b\u003e in a much more explicit way than is the case with other league tables. As I show in the next section, this is why \u003cb\u003ePISA\u003c/b\u003e acquires a special status in the context of\u0026nbsp;..."},{"page_id":"PA233","page_number":"233","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e. Gita Steiner-Khamsi The spectacular growth of countries participating in \u003cb\u003ePISA\u003c/b\u003e is noticeable and deserves theorizing: forty-three countries in 2000, seventy-two countries and territories in 2015, and eighty administrative entities\u0026nbsp;..."},{"page_id":"PA244","page_number":"244","snippet_text":"... \u003cb\u003ePISA\u003c/b\u003e makes the test powerful. The proliferation of studies that explain the impact of \u003cb\u003ePISA\u003c/b\u003e on national school reforms is noteworthy. Most of them problematize \u003cb\u003ePISA\u0026#39;s\u003c/b\u003e uncontested power as global monitoring instrument for national\u0026nbsp;..."}],"search_query_escaped":"\u0026quot;Pisa\u0026quot; -wikipedia"},{});</script></div></div></div><script>(function() {var href = window.location.href;if (href.indexOf('?') !== -1) {var parameters = href.split('?')[1].split('&');for (var i = 0; i < parameters.length; i++) {var param = parameters[i].split('=');if (param[0] == 'focus') {var elem = document.getElementById(param[1]);if (elem) {elem.focus();}}}}})();</script>