Efnisyfirlit

• Cover
• Half Title Page
• Series Page
• Title Page
• Contents
• Notes on Contributors
• Series Editors’ Foreword
• 1 Introduction: Projection in Education Policy-Making
• International large-scale assessments and education policy-making
• Reference Societies, Scandalization, and Glorification
• Projection
• Reference as Projection
• Top Scorers as Projection Screens and Projectors
• Projections as Narratives
• Becoming a Positive or Negative Reference Society: The Role of National Stereotypes
• Externalizing Uneasiness about One’s Own System
• The Chapters
• The Rationale for the Selection of Cases
• Looking from Below: Projections onto PISA Top Scorers
• Coping with Success: Projections by PISA Top Scorers
• Notes
• References
• Part One Looking from Below: Interpreting National Projections into International League Leaders
• 2 PISA Projections in Chile: The Selective Use of League Leaders in the Enactment of Recent Education Reforms
• Introduction
• Context of the Reform: The End of Students’ Selection, Co-payment and Profit in the Chilean Educational System
• The Students’ Movement and the Promotion of Several Educational Reforms
• The Changing Influence of ILSAs in the Chilean Education Policy Arena
• PISA Projections and Reference Societies in Chile
• The Increasing Influence of Finland in Chilean Education Policy-Making
• Projecting Different Slides on the Same Screen: Convergences and Divergences within the Political Spectrum
• Regional Absences and Emerging Projection Screens in the Chilean Education Debate
• Conclusions
• Notes
• References
• 3 Schooling Reform in Australia: Legitimation through “Projections” onto Shanghai and East Asian Schooling Systems
• Introduction
• PISA in Australia
• Shanghai’s Performance on PISA 2009 and 2012
• Australia’s Mediated Response to Shanghai’s PISA Performance
• Theorizing Australian Projections onto East Asian Schooling Systems
• Conclusion
• Notes
• References
• 4 “Pedagogical Paradise” and “Exam Hell”: PISA Top Scorers as Projection Screens in German Print Media
• Introduction: Reference Societies after the German “PISA Shock”
• Data and Methods
• Data
• Frame Analysis
• Reference Societies in Germany after PISA
• Finland and “Asia” in the Media: Timing of the References
• Finland as a Positive Reference Society
• “Asia” as a Negative Reference Society
• Conclusion
• Notes
• References
• 5 Nordic Reference Societies in School Reforms in Norway: An Examination of Finland and the Use of International Large-Scale Assessments
• Introduction
• Policy Borrowing by Governance and Evidence
• Methods and Analytical Approach
• Nordic Participation in ILSAs
• A Comparison across Time and ILSAs
• References to ILSAs and Projections of Finland
• Policy Domains and References to ILSAs
• Conditions for Schooling
• Curriculum Policies
• Quality and Development of Basic Education
• Learning Assessment as a Key Instrument for Improving the Quality of Education
• Professional Development
• Projections of the Finnish Education System
• Discussion
• Reference Systems in Norway
• Participation in ILSAs
• The Projection of Finland
• Notes
• References
• 6 PISA Rhetoric and the “Crisis” of American Education
• Introduction
• Conceptual Framework
• The US Case
• Methods and Data
• Findings
• “China”
• Country References to PISA over Time
• US Response to PISA over Time
• Explanations of Top Scorers’ Success
• Chinese Success
• Finnish Success
• Discussion
• Conclusion
• Notes
• References
• Part Two Coping with Success: International Projections and National Counter Narratives
• 7 The Use of PISA Results in Education Policy-Making in Finland
• Introduction
• Uniform Comprehensive School Model and Segregating Trends
• Research Task, Data, and Methods
• Equality Nobility at Risk and the Need to Stay a “Cutting-Edge Country”
• Building Up Education Export Policies Using the Country’s PISA Brand
• Conclusions and Discussion: What Does PISA Mean to Finnish Education Policy Agenda-Setting?
• Appendix List of Analyzed PISA-Related Ministry of Education and Culture (MoEC) Press Releases and Government Programs in Finland between 1999 and 2016
• Notes
• References
• 8 PISA and Self-Projection in Shanghai
• Introduction
• Self-projection, Introjection, and Projection
• The Study
• Method
• Findings and Discussion
• Self-image Projected by the Chinese Education Officials
• Kleinian Introjection and Projection
• Conclusion
• References
• 9 Curse or Blessing? Chinese Academic Responses to China’s PISA Performance
• Introduction
• China’s Participation in PISA
• Chinese Academic Responses to Shanghai’s PISA Success
• Looking West: Learning from PISA
• Looking East: China as an Educational Role Model
• Students as Testing-Machines, or Individual Welfare?
• Do Assessment Tests Reflect Educational Quality?
• International Student Assessments and Their Discontents: Agendas behind the Debate
• Mixed Blessings: Grounding Educational Reform, or Making China Great Again?
• PISA’s Threefold Curse
• Conclusion
• Notes
• References
• 10 Excellence and Envy: The Management of PISA Success in Singapore
• Most Improved Systems: League Leaders and Icons of Excellence
• PISA Success and Education Reform
• Education Reform: From Efficiency to Excellence
• PISA as an Endorsement of Education Reform
• PISA Envy: Projections of Educational Enjoyment
• Conclusion: “Changing Parents’ Mindset”
• Notes
• References
• 11 Perceptions of the East Asian Model of Education and Modeling Its Future on Finnish Success: South Korean Case
• Introduction
• Perception of the East Asian Model of Education
• Referencing Finnish Education
• Achievement
• Equity
• Teachers
• Quality
• Conclusion
• Note
• References
• 12 Conclusions: What Policy-Makers Do with PISA
• The Power of Soft Power
• The Main Lines of Argumentation
• Reception versus Diffusion
• Externalization as a Critical Event
• Transnational Accreditation of Twenty-First-Century Skills
• The Economization of Education
• The Semantics of PISA
• References
• Index
• Copyright Page