Governing by numbers: the PISA ‘effect’ in Europe

By Sotiria Grek. 2009

995 citations recorded by the source corpus.

Subfields: Demography, Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/4d2bc80ef5bc5bed72975b51f979313f0143424b

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Citations in the corpus

Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, background): “Scores from the year 2000 PISA test led Germany to reevaluate its educational system and introduce a variety of reforms (Grek, 2009). (2)See Heckman et al. (2014b) for a detailed discussion of the GED program and an evaluation of its benefits. (3)For histories of achievement tests see Heckman and Ka”
Digital education governance: data visualization, predictive analytics, and ‘real-time’ policy instruments (2016, neutral): “Many previous studies have documented the processes of ‘ policy by numbers ’ and ‘ governing through data ’ that increasingly dominate contemporary attempts to govern education (e.g. Grek 2009; Ozga et al. 2011).”
The rise of international large-scale assessments and rationales for participation (2017, background): “Governance by comparison may emerge where particular policy agendas are adopted under peer pressure to compete and conform with top performing countries (Martens 2007; Grek 2009).”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “There is worldwide recognition that the success of any educational reform is heavily dependent on the quality and performance of teachers (Grek, 2009; Ingersoll & Smith, 2004; Kennedy, 2008; Tatto, 2007).”
Hard evidence on soft skills (2012, background): “The year 2000 PISA test results caused Germany to re-evaluate its educational system and introduce a variety of educational reforms (Grek, 2009).”
Measuring Success in Education: The Role of Effort on the Test Itself (2017, background): “In Finland, which performed unexpectedly well on the 2000 PISA, analysts noted that their school practices were now a model for the world, while Germany, which surprisingly underperformed, convened a conference of ministers and proposed urgent changes to improve the system (Grek, 2009).”
Analysis of Cross-Cultural Comparability of PISA 2009 Scores (2014, methodology): “Indeed, PISA data are used to justify change or provide support for existing policy direction in both the domestic and the European contexts in the way that few other international studies in education ever did (Grek, 2009; Hopmann & Brinek, 2007; Mortimore, 2009; Pongratz, 2006).”
The Privatization of Education: A Political Economy of Global Education Reform (2016, background): “Thus, despite global institutions usually are seen as restricting national autonomy, in some circumstances, they could allow governments to advance their education reform agenda with less opposition (Fulge, Bieber, & Martens, 2016; Grek, 2010).”
The OECD PISA Study as a Soft Power in Education? Lessons from Switzerland and the US. (2011, background): “Research on the effects of its PISA study on national reforms in education policy-making is scarce (Martens & Wolf, 2006, p. 147; as an exception, see Grek, 2009; Knodel et al., 2010).”
Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success (2014, background): “Scores from the year 2000 PISA test led Germany to reevaluate its educational system and introduce a variety of reforms (Grek, 2009).”
Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, background): “Given the influence which ILSA can have on educational policy (Grek, 2009), such findings have raised concerns among advocates of inquiry-based instruction in science (Sjøberg, 2018; Zhang, 2016).”
Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis (2016, background): “Declaration of the European Parliament, 0050/2011.”
When Do Numbers Count? The Differential Impact of the PISA Rating and Ranking on Education Policy in Germany and the US (2013, background): “Developed and carried out by the OECD, PISA is obviously not ideologically unbiased but rather evaluates education from an economic perspective and promotes, according to this paradigm, related learning techniques.(5) PISA focuses primarily on the output of education systems and seeks to assess how ”
A feel for numbers: affect, data and education policy (2015, neutral): “Much attention has been directed to ‘governing by numbers’ (Rose, 1991) in education and the practices of measurement and comparison through which performance data are generated and used for accountability purposes (e.g. Anagnostopoulos, Rutledge, & Jacobsen, 2013; Ball, 2003; Grek, 2009; Lingard, 2”
International Organisations and the Shared Construction of Policy ‘Problems’: Problematisation and Change in Education Governance in Europe (2010, background): “PISA now accounts for approximately 30% of the Education Directorate’s budget within the OECD and is funded directly by participating nations (Grek, 2009).”
Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors (2014, background): “reforming educational practices (Liang, 2010) and making decisions about educational policy (Grek, 2009; Yore, Anderson, & Hung Chiu, 2010).”