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Direct linkLewis, Steven; Sellar, Sam; Lingard, Bob – Comparative Education Review, 2016
This article examines the OECD's new PISA-based Test for Schools ("PISA for Schools") program. PISA for Schools is part of the expanding education work of the OECD, building upon main PISA to enable school-to-schooling system comparisons. We examine the development of PISA for Schools, the nature of the instrument, and some initial…
Descriptors: Educational Policy, Educational Practices, Governance, Philanthropic Foundations
Lingard, Bob; Sellar, Sam – Scottish Educational Review, 2014
This paper focuses on the rescaling and re-spatialization of policy and governance in education, including the constitution of a global education policy field. It deals with the changing education policy work of the OECD, particularly the influential Programme for International Student Assessment (PISA). We argue that PISA has become the most…
Descriptors: Foreign Countries, International Assessment, Achievement Tests, Secondary School Students
Sellar, Sam; Lingard, Bob – Comparative Education, 2013
This paper examines the outstanding performance of Shanghai, China on PISA 2009 and its effects on other national systems and within the global education policy field. The OECD's PISA is helping to create this field by constituting the globe as a commensurate space of school system performance. The effects of Shanghai's success are considered in…
Descriptors: Foreign Countries, Standardized Tests, Interviews, Cross Cultural Studies
Lingard, Bob – Australian Educational Researcher, 2011
This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics and the statistics/state relationship and, while recognising the longevity of the latter…
Descriptors: Global Education, Educational Research, Numbers, Educational Researchers
Lingard, Bob; Rawolle, Shaun – Comparative Education, 2011
This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education…
Descriptors: Social Sciences, Social Science Research, Global Education, Educational Policy
Rawolle, Shaun; Lingard, Bob – Journal of Education Policy, 2008
Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu's theory and methodology to…
Descriptors: Global Education, Global Approach, Educational Policy, Educational Research
