What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)<sup>1</sup>

Pons, Xavier

doi:10.1111/j.1465-3435.2011.01499.x

Cited by 32 publications

(40 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some researchers consider that the PISA survey has little effect on the guidance of education policies and that policy learning is only one element among others in the public debate (Pons 2011 ). There are confl icting theories and arguments.…”

Section: Comparative Knowledge From Pisamentioning

confidence: 99%

The Changing Epistemic Governance of European Education

Normand¹

2016

Educational Governance Research

View full text Add to dashboard Cite

Aims and ScopeThis series presents recent insights in educational governance gained from research that focuses on the interplay between educational institutions and societies and markets. Education is not an isolated sector. Educational institutions at all levels are embedded in and connected to international, national and local societies and markets. One needs to understand governance relations and the changes that occur if one is to understand the frameworks, expectations, practice, room for manoeuvre, and the relations between professionals, public, policy makers and market place actors.The aim of this series is to address issues related to structures and discourses by which authority is exercised in an accessible manner. It will present fi ndings on a variety of types of educational governance: public, political and administrative, as well as private, market place and self-governance. International and multidisciplinary in scope, the series will cover the subject area from both a worldwide and local perspective and will describe educational governance as it is practised in all parts of the world and in all sectors: state, market, and NGOs.The series: -Covers a broad range of topics and power domains -Positions itself in a fi eld between politics and management/leadership -Provides a platform for the vivid fi eld of educational governance research -Looks into ways in which authority is transformed within chains of educational governance -Uncovers relations between state, private sector and market place infl uences on education, professionals and students.More information about this series at

show abstract

Section: Comparative Knowledge From Pisamentioning

confidence: 99%

The Changing Epistemic Governance of European Education

Normand¹

2016

Educational Governance Research

View full text Add to dashboard Cite

show abstract

“…Contudo, os resultados e relatórios do PISA legitimaram a tomada de medidas políticas sobre os sistemas educativos, que foram consideradas por alguns governos, como por exemplo, os governos português, alemão e sueco. Esse subfator foi alvo de outros estudos na literatura internacional (DOBBINS;MARTENS, 2012;DOLIN;KROGH, 2010;EIJKELHOF;KOR-DES;SAVELSBERGH, 2013;KNODEL;NIEMANN, 2013;LUNDGREN, 2011;PONS, 2011).…”

Section: (V) Uso Das Tecnologias Da Informação E Comunicação (Tic)unclassified

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

Pinto

Silva

Neto

2016

Ciênc. educ. (Bauru)

View full text Add to dashboard Cite

Resumo:A presente revisão integrativa tem como objetivo conhecer os principais fatores influenciadores dos resultados de estudantes portugueses e brasileiros nas edições do PISA, de 2000 a 2012, de acordo com a literatura publicada. Identificaram-se cinco fatores e dez subfatores. Os fatores mais determinantes nos estudos considerados são o sistema educativo, o contexto socioeconômico dos estudantes e as características das escolas. Esta revisão integrativa evidencia que há uma multiplicidade de fatores que afetam o desempenho de estudantes no PISA, tanto em Portugal como no Brasil. Ressalta também a lacuna significativa de estudos na literatura, havendo fatores que são pouco ou mesmo nada estudados em ambos os países. Existe, assim, uma necessidade de maior investimento em investigação na área, aproveitando o manancial de dados gerados pelo PISA.Palavras-chave: PISA. Letramento em matemática. Desempenho. Sistema educativo. Brasil. Portugal. Abstract:The present integrative review has the goal of knowing the main factors influencing the results of Portuguese and Brazilian students in the editions of PISA, from 2000 to 2012, according to the published literature. Five factors and ten sub-factors have been identified. The more determinant factors in the considered studies were the educational system, the socioeconomic context of the students and the characteristics of schools. This integrative review gives evidence of the multiplicity of factors that affect the performance of students in PISA, in Portugal as in Brazil. There also exists a significant gap in studies in the literature, as there are factors that are scarcely or not at all analysed in both countries. There is in consequence a need of a bigger investment in research in this area, taking advantage of the huge set of data generated by PISA.

show abstract

“…This last concern has surged -as it has happened in other countries (Bulle, 2011;Pons, 2011)-with the relatively modest achievement of Spanish students in international assessment programmes such as Trends in Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Survey (PIRLS) and, especially, the Programme for International Student Assessment (PISA). It is thus clear that the low performance of Spanish children in PISA has had a significant impact upon important policymakers in this country.…”

Section: Improvement and This Is Shown By Countries Like Poland Thatmentioning

confidence: 99%

The use (and misuse) of PISA in guiding policy reform: the case of Spain

Choi

Jerrim

2016

Comparative Education

View full text Add to dashboard Cite

In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education -based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policymakers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings.

show abstract

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)¹

Cited by 32 publications

References 3 publications

The Changing Epistemic Governance of European Education

The Changing Epistemic Governance of European Education

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

The use (and misuse) of PISA in guiding policy reform: the case of Spain

Contact Info

Product

Resources

About

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)1

Cited by 32 publications

References 3 publications

The Changing Epistemic Governance of European Education

The Changing Epistemic Governance of European Education

Fatores influenciadores dos resultados de matemática de estudantes portugueses e brasileiros no PISA: revisão integrativa

The use (and misuse) of PISA in guiding policy reform: the case of Spain

Contact Info

Product

Resources

About

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)¹