Index
The Impact of the OECD on Education Worldwide
ISBN: 978-1-78635-540-9, eISBN: 978-1-78635-539-3
ISSN: 1479-3679
Publication date: 5 May 2017
This content is currently only available as a PDF
Citation
(2017), "Index", The Impact of the OECD on Education Worldwide (International Perspectives on Education and Society, Vol. 31), Emerald Publishing Limited, Leeds, pp. 277-279. https://doi.org/10.1108/S1479-367920160000031015
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Career expectation
, 18–21, 23–25, 33, 36, 49–50
Citizenship education
, 128, 240, 242, 243, 254
Comparative and international education
, 248, 254, 264
Comparative education
, 100, 210, 216, 233, 237, 250
Curriculum
, 4, 8, 106, 114, 116, 150, 169, 174, 211, 212–215, 217–218, 220, 222–223, 225–226, 232–233, 235, 236, 238–243, 258, 260, 261, 262
Curriculum reform
, 236, 240, 241
Deleuze, Gilles
, 233, 234, 235, 236
DeSeCo (definition and selection of competencies) Project
, 219, 224, 240
Diffusion mechanism
, 157–175
Discourse
, 50, 62, 65, 68, 69, 70, 71, 83, 127, 131–132, 149, 151, 152, 169, 184, 191, 232, 235, 237, 238, 241, 243, 258
Education
, 4, 6, 8–13, 18–24, 26, 62–70, 72, 74, 80, 83, 89, 100–104, 107–121, 126–129, 131, 133, 137–138, 143–153, 158–161, 164, 166–167, 169, 171–175, 181–202, 209–226, 231–245, 247–267
Education reform
, 4, 174, 196, 219, 221, 233–234, 236, 239, 241, 244
Educational policy traveling
, 237, 239
Equality
, 64, 102
Equity
, 99–122
France
, 3–14, 24, 127
Gender gap
, 41, 46–49, 263
Global governance
, 181–202, 262
Globalization
, 64, 103, 160, 183, 211, 214–215, 232, 236, 241, 248
Governance mechanisms
, 159, 163–171
Human capital
, 64, 102, 147, 160, 161, 163, 167, 171, 173, 174, 175, 241, 258
ILSA (international large-scale assessments)
, 126–128, 131, 138, 146–152, 263
International comparative education
, 233, 237
International education
, 233, 248, 254, 264
International organizations
, 63–65, 90, 152, 158, 175, 239, 256, 263
Israel
, 128–132, 137–138, 141, 145–146, 148–152, 249, 263
Japan
, 4, 19–20, 48, 104, 211–219, 225–226, 237, 255, 261–262, 264
Key competency
, 214, 218, 219, 224, 240, 261
Large scale assessment and evaluations
, 213
Large scale testing
, 240
Lifelong learning
, 79, 171, 174, 258
Media
, 10, 11, 89, 127, 131–133, 138, 143–144, 145, 146, 150–151, 152, 190–191, 212, 221, 223, 236, 238, 256, 260, 261, 264
Ministers
, 9–11, 14
National curriculum
, 4, 211–215, 220, 222–226, 232–233, 235, 236, 239, 240, 241, 242, 261
National test
, 212, 220, 223, 224, 225, 226
National trend
, 18, 20, 22–24, 29, 32, 33, 36, 47–49, 50, 263
Neo-institutionalist theory
, 253, 258
New Public Management
, 219, 223
Non-test student outcomes
, 50, 264
Norway
, 7, 169, 211–212, 213, 214, 220–224, 225–226, 232, 255, 261, 262
Pedagogical orientation
, 68, 70, 71, 72, 73
Pedagogy
, 62, 63, 68, 69, 71, 74, 198, 257, 258, 260
PISA (Programme for International Student Assessment)
, 4–14, 17–51, 101, 104, 105, 107, 108, 111, 112, 113, 125–153, 159, 167, 168, 169, 170, 172, 175, 176, 181–202, 209–226, 231–245, 248, 251, 254, 255, 256, 258, 259, 260–264, 266
Policyscapes
, 254, 258
Professional development
, 66, 85, 107, 113, 169, 170, 171, 258
Public engagement
, 129, 133, 137, 146–147, 149, 151
Public knowledge
, 128–129, 132–133, 137–139, 140, 141, 143–146, 149, 150, 151, 152, 153, 256
Public opinion
, 128, 129, 133, 137, 146, 152
Quantitative analysis
, 192, 249
Ranking
, 7, 11, 129–132, 138–141, 143–147, 149–150, 166–167, 196, 200, 210, 211, 216, 217, 226, 253, 261, 264
Repeated cross-sectional data
, 22–23
Respatializing
, 184
School leadership
, 100–101, 113, 116–119, 121
Sociology of education
, 20
South Korea
, 231–245
Standardized surveys
, 164
STEM
, 17–51, 263–264
Student achievement
, 20, 105, 133, 147, 233, 241, 242, 243, 244, 262
Student evaluation
, 9, 260
Student performance
, 10, 13, 18, 22, 24, 48, 69, 75, 109, 133, 152
Survey methodology
, 4, 10, 11
TALIS (Teaching and Learning International Survey)
, 61–91, 101, 106, 118, 159, 167, 169–171, 173, 175, 248, 252, 257, 258, 259, 264, 266
Teacher policy
, 157–176
Teacher professionalism
, 172–175
Teacher quality
, 64, 118, 158, 173
Territorialization
, 233, 234, 235
Test-driven education policy
, 242
TIMSS (Trends in International Mathematics and Science Study)
, 18, 22, 33, 111, 126, 132, 149, 150, 216–217, 221, 262
Two-way fixed effects logistic regression
, 26, 29, 32
United States
, 20, 29, 32, 33, 36, 41, 46, 47
- Prelims
- Part I The OECD’s History and Context
- France and PISA: An Unfinished Dialogue
- From Achievement to Non-Test Outcomes in PISA: National Trends in STEM Career Expectations
- Pedagogical Orientations and Foundations in the Discourse Emanating from the OECD’s TALIS Initiative
- Part II The Educational Impact of the OECD
- School Leadership for Equity: A Comparative Perspective
- Big Comparisons, Little Knowledge: Public Engagement with PISA in the United States and Israel
- The OECD Diffusion Mechanisms and its Link with Teacher Policy Worldwide
- PISA for Schools: Respatializing the OECD’s Global Governance of Education
- Part III OECD’s Impact on National Education Systems
- The Structure of PISA Penetration into Education Policy in Japan and Norway
- PISA and its Impact on Education Space of South Korea
- Looking Back toward the Future: Reflecting on the OECD’s Global Educational Influence
- About the Authors
- Index