ISBN: 9789881785213 - the lending power of pisa: league tables and best practice in international education (2 résultats)

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  • Langue : anglais

    Edité par Hong Kong University Press, 2008

    9881785219 / 9789881785213

    • Couverture souple

    Vendeur : Midtown Scholar Bookstore, Harrisburg, PA, Etats-UnisMidtown Scholar Bookstore

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    Etat: Occasion - Assez bon

    EUR 7,46

    EUR 5,39 expédition 
    Expédition nationale : Etats-Unis

    Quantité disponible : 3 disponibles

    Paperback. Etat : Very Good. Very Good - Crisp, clean, unread book with some shelfwear/edgewear, may have a remainder mark - NICE Standard-sized.

  • Langue : anglais

    Edité par Hong Kong University Press, 2008

    9881785219 / 9789881785213

    • Couverture souple

    Vendeur : Buchpark, Trebbin, AllemagneBuchpark

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    Etat: Occasion - Très bon

    EUR 26,53

    EUR 105,00 expédition 
    Expédition depuis Allemagne vers Etats-Unis

    Quantité disponible : 1 disponible

    Etat : Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | The Programme for International Student Assessment (PISA) is a project of the Organization for Economic operation and Development (OECD) designed to provide policy-oriented international indicators of the skills and knowledge of 15-year-old students. In this book, Eduardo Andere suggests that the 'lending power' of international studies such as PISA is limited. PISA might be a good instrument for measuring and comparing some educational inputs and outputs, but, suggests Andere, this is not enough for translation across contexts. He finds that PISA is not a very powerful instrument for explaining causal relationships in educational achievement, nor for making claims about models or directions of education systems across the world. Basing his arguments on a qualitative study in 19 countries around the world and on a review of the centralization/decentralization and policy borrowing/lending literatures, Andere presents some of the conflicting evidence about the different meanings of education policies and ideas in different contexts. He suggests that it is problematic to compare policies, processes and practices across the different contexts of school education, thus rendering transferability across educational jurisdictions even more challenging. To understand the reasons behind performance or underperformance in school education, we have to construct, he concludes, a coherent narrative of a particular school and of the model of education in which the school is embedded.…