20 research outputs found
Approaching the space issue in Nordic curriculum theory: national reflections of globalisation in social studies/citizenship textbook pictures in Sweden, England and Germany
Who governs the Swedish school? Local school policy research from a historical and transnational curriculum theory perspective
Teaching Subjects, Allocation of Time and Instructional Time in the Swedish School System
What PISA intends to and can possibly achieve : A critical programme theory analysis
This paper advances the enlightened discussion of the nature, logic, and possible effects of the Programme for International Student Assessment (PISA). The purpose is to analyze the assumptions regarding how PISA is to achieve its intended effects, that is, to reconstruct PISA’s programme theory (PT) and to probe the validity of its underlying assumptions. The paper demonstrates that PISA’s PT has low internal validity. However, some PISA assumptions are consistent, for example, the assumption that legitimization activities justify PISA as a transnational benchmarking system measuring education system performance. PISA exemplifies systemic evaluation governance: all actors in the field are expected to use PISA results to react to and reflect on their own practice, compare themselves with others, and then act accordingly to improve education systems and school practice, though no activities or resources are allocated to change school practice. There is no empirical research into how systemic evaluation governance works in practice that can be used to probe PISA’s external validity. PISA’s PT is in line with discourse policy, governance theory, and school effectiveness research, but whether and under what conditions and how PISA helps change education systems and school practice are empirical questions waiting to be answered.Utvärderingars konsekvenser för grundskolans prakti