國立虎尾科技大學 |

PISA, Policy and the OECD = Respatialising Global Educational Governance Through PISA for Schools /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	PISA, Policy and the OECD/ by Steven Lewis.
其他題名:	Respatialising Global Educational Governance Through PISA for Schools /
作者:	Lewis, Steven.
面頁冊數:	XIX, 192 p. 1 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Assessment. -
電子資源:	https://doi.org/10.1007/978-981-15-8285-1
ISBN:	9789811582851

PISA, Policy and the OECD = Respatialising Global Educational Governance Through PISA for Schools /
Lewis, Steven.

PISA, Policy and the OECDRespatialising Global Educational Governance Through PISA for Schools /[electronic resource] :by Steven Lewis. - 1st ed. 2020. - XIX, 192 p. 1 illus.online resource.

Chapter 1. (Re)considering the ‘Practical Value’ Of Comparison -- Chapter 2. The Evolving State of the OECD and PISA -- Chapter 3. Topological Relations of Governance -- Chapter 4. New Networks: Policy, Philanthropy and Profit -- Chapter 5. New Cartographies: Relocating Schools In Topological Policy Spaces -- Chapter 6. New Evidence: Governing Schooling Through ‘What Works’ -- Chapter 7. New Topological Spaces And Relations Of The OECD’s Global Educational Governance -- Index.

This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test. Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'. The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we might practise a policy sociology in which the local is acknowledged as a relevant space of concern.

ISBN: 9789811582851

Standard No.: 10.1007/978-981-15-8285-1doiSubjects--Topical Terms:

1017002
Assessment.

LC Class. No.: LC5225.A75

Dewey Class. No.: 371.26

PISA, Policy and the OECD = Respatialising Global Educational Governance Through PISA for Schools /
LDR:02891nam a22004095i 4500 001 1029888
003 DE-He213
005 20200929153311.0
007 cr nn 008mamaa
008 210318s2020 si | s |||| 0|eng d
020 $a 9789811582851 $9 978-981-15-8285-1
024 7 $a 10.1007/978-981-15-8285-1 $2 doi
035 $a 978-981-15-8285-1
050 4 $a LC5225.A75
050 4 $a LB2822.75
072 7 $a JNKD $2 bicssc
072 7 $a EDU011000 $2 bisacsh
072 7 $a JNDH $2 thema
082 0 4 $a 371.26 $2 23
100 1 $a Lewis, Steven. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1326701
245 1 0 $a PISA, Policy and the OECD $h [electronic resource] : $b Respatialising Global Educational Governance Through PISA for Schools / $c by Steven Lewis.
250 $a 1st ed. 2020.
264 1 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a XIX, 192 p. 1 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Chapter 1. (Re)considering the ‘Practical Value’ Of Comparison -- Chapter 2. The Evolving State of the OECD and PISA -- Chapter 3. Topological Relations of Governance -- Chapter 4. New Networks: Policy, Philanthropy and Profit -- Chapter 5. New Cartographies: Relocating Schools In Topological Policy Spaces -- Chapter 6. New Evidence: Governing Schooling Through ‘What Works’ -- Chapter 7. New Topological Spaces And Relations Of The OECD’s Global Educational Governance -- Index.
520 $a This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test. Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'. The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we might practise a policy sociology in which the local is acknowledged as a relevant space of concern.
650 0 $a Assessment. $3 1017002
650 0 $a Educational policy. $3 1200004
650 0 $a Education and state. $3 563302
650 0 $a Educational sociology. $3 555555
650 0 $a Educational sociology . $3 1253705
650 0 $a Education and sociology. $3 1253706
650 1 4 $a Assessment, Testing and Evaluation. $3 671650
650 2 4 $a Educational Policy and Politics. $3 683657
650 2 4 $a Sociology of Education. $3 768504
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9789811582844
776 0 8 $i Printed edition: $z 9789811582868
776 0 8 $i Printed edition: $z 9789811582875
856 4 0 $u https://doi.org/10.1007/978-981-15-8285-1
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)