Globalizing Educational Accountabilities

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform
Cover of the book Globalizing Educational Accountabilities by Bob Lingard, Wayne Martino, Goli Rezai-Rashti, Sam Sellar, Taylor and Francis
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Author: Bob Lingard, Wayne Martino, Goli Rezai-Rashti, Sam Sellar ISBN: 9781134640874
Publisher: Taylor and Francis Publication: July 30, 2015
Imprint: Routledge Language: English
Author: Bob Lingard, Wayne Martino, Goli Rezai-Rashti, Sam Sellar
ISBN: 9781134640874
Publisher: Taylor and Francis
Publication: July 30, 2015
Imprint: Routledge
Language: English

Globalizing Educational Accountabilities analyzes the influence that international and national testing and accountability regimes have on educational policy reform efforts in schooling systems around the world. Tracing the evolution of those regimes, with an emphasis on the OECD’s PISA, it reveals the multiple effects of policy as numbers in countries with different types of government and different education systems. From the effect of Shanghai’s PISA success on nations trying to compete economically to the perverse effects of linking funding to performance targets in Australia, the analysis links testing and accountability to new modes of network governance, new spatialities, and the significance of data infrastructures. This highly illustrative text offers scholars and policy makers a critical policy sociology framework for doing education policy analysis today.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Globalizing Educational Accountabilities analyzes the influence that international and national testing and accountability regimes have on educational policy reform efforts in schooling systems around the world. Tracing the evolution of those regimes, with an emphasis on the OECD’s PISA, it reveals the multiple effects of policy as numbers in countries with different types of government and different education systems. From the effect of Shanghai’s PISA success on nations trying to compete economically to the perverse effects of linking funding to performance targets in Australia, the analysis links testing and accountability to new modes of network governance, new spatialities, and the significance of data infrastructures. This highly illustrative text offers scholars and policy makers a critical policy sociology framework for doing education policy analysis today.

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