Globalization of Educational Knowledge and Research

2017 ◽  
Author(s):  
Keita Takayama
Keyword(s):  
Education Policy ◽  
Student Assessment ◽  
Knowledge Flows ◽  
Social Progress ◽  
High Achievers ◽  
Global Knowledge ◽  
The West ◽  
International Student Assessment ◽  
The World ◽  
Lesson Drawing

Transnational flows of educational knowledge and research are fundamentally guided by the global geopolitics of knowledge—the historically constituted relations of power born out of the continuing legacy of modernity/coloniality. In the early nation-building stage of the 19th century, state-funded education was at the core of states’ pursuit for economic and social progress. Newly formed nation states actively sought new educational knowledge from countries considered more advanced in the global race toward modernity and industrialization. The transnational lesson drawing in education at the time was guided by the view of modernity as originating in and diffusing from the West. This created the unidirectional flow of educational influence from advanced economies of the West to the rest of the world. Central to the rise of modernity in Western state formation is the use of education as a technology of social regulations. Through the expansion of state-funded education, people were turned into the people, self-governing citizens, and then the population that was amenable to a state’s social and economic calculation and military deployment. But this development was embedded in the geopolitical context of the time, in which Western modernity was deeply entangled with its underside, coloniality in the rest of the world. Various uses of education as a social control were tested out first in colonial peripheries and then brought back to the imperial centers. Today, the use of education for the modernist pursuit of perfecting society has been intensified through the constitution of the globalized education policy space. International organizations such as the World Bank and the Organisation for Economic Co-operation and Development (OECD) act as the nodes through which transnational networks of education policy actors are formed, where the power of statistics for social and educational progress is widely shared. Both developed and developing countries are increasingly incorporated into this shared epistemological space, albeit through different channels and due to different factors. The rise of international academic testing such as OECD’s Programme for International Student Assessment (PISA) has certainly changed the traditional pattern of education research and knowledge flows, and more lesson drawing from countries and regions outside the Anglo-European context is pursued. And yet, the challenges that PISA poses to the Eurocentric pattern of educational knowledge and research flows are curtailed by the persistence of the colonial legacy. This most clearly crystalizes in the dismissive and derogatory characterization of East Asian PISA high achievers in the recent PISA debate. Hence, the current globalization of education knowledge and research remains entangled with the active legacy of coloniality, the uneven global knowledge structure.

scholarly journals Exporting Finnish teacher education: Transnational pressures on national models

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Jennifer Chung
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Assessment ◽  
Policy Transfer ◽  
Policy Formation ◽  
Structured Interviews ◽  
Training School ◽  
International Student Assessment ◽  
The University ◽  
University Training

This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country’s education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews with Finnish educationalists to explore the possible export of Finnish education, the implications in terms of policy transfer, and the migration of ideas, specifically the university-affiliated, teacher training school. The export and migration of Finnish education and its impact on education policy are discussed in this article, along with educational export’s position in transnational policy formation.

scholarly journals Improving reading performance through the whole school approach: the sample of Hong KongTüm okul yaklaşımıyla okuma performansının artırılması: Hong Kong örneği

2019 ◽  
Vol 16 (1) ◽  
pp. 270
Author(s):  
Dursun Aksu ◽  
Fatih Selim Sellüm
Keyword(s):  
Hong Kong ◽  
Reading Skills ◽  
Student Assessment ◽  
Reading Performance ◽  
English Summary ◽  
School Students ◽  
International Student Assessment ◽  
Whole School ◽  
The World ◽  
Whole School Approach

In the digital age, it is expected that students will not only have experience and passion for reading, but also will develop their reading skills to learn. Reading is one of the most important skills that develop the human and increase life-long learning capacity. Individuals can improve their personal, moral and emotional qualities to strengthen their sense of responsibility towards the family, society, nation and the world through reading. The individual can develop his personal, moral and emotional qualities in order to strengthen the sense of responsibility towards his family, society, nation and the world through reading.The life experiences of elementary school students are limited, but effective readings help to expand their horizons and perspectives. People can bring their knowledge and experiences together by reading. At the time of reading, students should have the ability to put out the deep meaning of the text, their learning experiences, and the ability to put new knowledge on their prior knowledge to build meaning. The Programme for International Student Assessment (PISA) is one of the most comprehensive educational research at the international level. The PISA survey, conducted every three years since 2000, aims to measure students' achievement in science, reading skills and mathematics. When our country's reading performance is compared with other countries, it is seen that it is ranked 50th among the 70 countries participating in the program in 2015. Hong Kong, which participated in the same program, appears to be the 2nd. The purpose of this research is to examine the "whole school approach" adopted by Hong Kong, performed high reading achievement in 2012 and 2015 PISA exams, during the learning and development of reading and the studies it has carried out based on it.  For this purpose, Hong Kong's Basic Education Program Guide will be reviewed. The sections in which the success of reading in the PISA examinations and the effects of the whole school approach on this success were examined by the researchers and translated into Turkish. The data obtained were reviewed with language experts. The content analysis of the data has been made and three themes have been created that reveal all aspects of the (whole school approach TO: (1) Identify the Whole school approach (WSA), (2) School responsibilities in Whole school approach (WSA) and (3) Stakeholders' responsibilities in the Whole school approach (WSA). The results of the research show that there are responsibilities and responsibilities to school administrators, school program development experts, teacher-librarians, teachers, parents and students in improving reading performance with the whole school approach. It was concluded that the task and responsibility of gaining reading performance and habit should not be left to teachers only. In addition, success in improving reading performance with the whole school approach can be achieved in proportion of each stakeholder performing their duties.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetDijital çağda, bilgi temelli toplumdaki taleplerle başa çıkabilmek için, öğrencilerden yalnızca deneyimleri ve okuma tutkusuna sahip olması beklenmemekte, aynı zamanda öğrenmek için okuma becerilerini de geliştirmesi beklenmektedir. Okuma, insanı bir bütün olarak geliştiren ve yaşam boyu öğrenme kapasitesini artıran en önemli becerilerden biridir.  Birey okuma yoluyla ailesine, toplumuna, milletine ve dünyaya karşı sorumluluk duygularını güçlendirmek için kendi kişisel, ahlaki ve duygusal niteliklerini geliştirebilir. Yine okuma yoluyla farklı fikir, görüş, değer ve kültürlere açık görüşlülükle yaklaşmayı öğrenir.İlkokul öğrencilerinin yaşam deneyimleri sınırlıdır, ancak etkili okumalar ufuklarını ve perspektiflerini genişletmeye yardımcı olur. İnsanlar okumalarla bilgilerini ve deneyimlerini bir araya getirebilir. Okuma sırasında öğrencilerin, metnin derin anlamını çıkarabilmeleri, anlam kurmaları için önbilgilerinin üzerine öğrenme deneyimlerini ve yeni bilgiyi koyabilme becerisine sahip olması gerekir. Uluslararası Öğrenci Değerlendirme Programı (PISA) uluslararası düzeyde fen, matematik ve okuma alanlarında yapılan önemli bir eğitim araştırmasıdır. 2000 yılında başlamıştır ve üç yılda bir tekrarlanan PISA araştırması, öğrencilerin fen, okuma becerileri ve matematik alanlarındaki başarı durumu ölçmeyi amaçlamaktadır. Ülkemizin okuma alanındaki başarısı diğer ülkelerle karşılaştırmalı olarak incelendiğinde 2015 yılında programa katılan 70 ülke arasında 50. sırada yer alındığı görülür. Aynı programa katılan Hong Kong’un ise 2. olduğu görülmektedir. Bu araştırmanın amacı 2012 ve 2015 PISA sınavlarında okuma alanında yüksek başarı gösteren Hong Kong’un okumanın öğrenilmesi ve geliştirilmesi sürecinde benimsediği “tüm okul yaklaşımı”nı ve buna dayalı gerçekleştirdiği çalışmaları incelemektir. Bu amaçla Hong Kong’un Temel Eğitim Program Kılavuzu incelenmiştir. Kılavuzda PISA sınavlarında okuma bölümünde elde edilen başarının ve tüm okul yaklaşımının bu başarıya etkilerinin anlatıldığı bölümler araştırmacılar tarafından incelenmiş ve Türkçeye çevrilmiştir. Elde edilen veriler dil uzmanlarıyla tekrar gözden geçirilmiştir. Verilerin içerik analizi yapılmış ve “ tüm okul yaklaşımının” tüm yönleriyle ortaya koyan üç tema oluşturulmuştur: (1) Tüm Okul Yaklaşımını (TOY) tanıma, (2) TOY okulda yapılaması gerekenler ve (3) TOY paydaşların rolleri. Araştırma sonuçları tüm okul yaklaşımıyla okuma performansının geliştirilmesinde okul yöneticilerine, okul program geliştirme uzmanlarına, öğretmen-kütüphanecilere, öğretmenlere, ebeveynlere ve öğrencilere sorumluluk ve görevler düştüğü göstermektedir. Okuma performansı ve alışkanlığının kazandırılması görev ve sorumluluğu sadece öğretmenlere bırakılmaması gerektiği sonucuna varılmıştır. Ayrıca tüm okul yaklaşımıyla okuma performansının artırılmasındaki başarı, her paydaşın üzerine düşen görevleri yapması oranında sağlanabilir.

The political decision on Portugal’s entry into PISA: A research note

2020 ◽  
pp. 147821032097153
Author(s):  
Teresa Teixeira Lopo
Keyword(s):  
Education Policy ◽  
International Student ◽  
Student Assessment ◽  
The Political ◽  
Political Decision ◽  
Political Actors ◽  
National Education ◽  
International Student Assessment ◽  
First Results ◽  
The Government

In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.

Omar Noman. Economic and Social Progress in Asia: Why Pakistan Did Not Become a Tiger. Karachi: Oxford University Press, 1997. 324 pages. Hardbound. Rs 575.00.

1997 ◽  
Vol 36 (2) ◽  
pp. 203-207
Author(s):  
Faisal Bari
Keyword(s):  
Economic Development ◽  
Sri Lanka ◽  
South Korea ◽  
South Asia ◽  
The Other ◽  
Social Progress ◽  
The West ◽  
Oxford University ◽  
Other Hand ◽  
The World

Most people in Pakistan look towards the West for models of economic development, and some even look to the Islamic past. But in recent decades, the more spectacular cases have been much closer to home, and towards the East. Japan, South Korea, and Taiwan are already in the ranks of the developed, while China, Malaysia, Indonesia, and Thailand are making good progress. Despite the recent setbacks, their progress over the last three decades has been enviable. On the other hand, the countries in South Asia have lagged behind. Four decades ago there was little to choose between most of these countries, but by the seventies, the paths of some had clearly diverged, while others were beginning to diverge. Today, Pakistan, India, Bangladesh, and Sri Lanka are amongst the poorest in the world, and on certain measures, they are the poorest! What happened in the last four decades? This is the issue that Omar Noman tackles in this book.

Globalization and Frameworks for Digital Opportunities

2011 ◽  
pp. 160-180
Author(s):  
John S.C. Afele
Keyword(s):  
Developing Countries ◽  
Information Age ◽  
Knowledge Flows ◽  
Social Progress ◽  
Wealth Creation ◽  
Global Knowledge ◽  
The North ◽  
Effective Interventions ◽  
Knowledge Economies ◽  
Negative Impacts

Globalization may have already become entrenched, and developing countries may not have the power to reverse the phenomenon. Instead, given that activities remotely could affect the majority in a local environment, including poor communities that are not even aware of global economic regimes, managers of developing countries’ institutions are faced with the burden of developing effective interventions to minimize negative impacts of globalization of capital while enhancing the opportunities for their citizens. The influence of the Information Age on a nation’s wealth creation may be through its ability to create new competitive advantages in which the nation-state acts as a sink to pull global knowledge and capital flows. Development of human resources and establishment of the facilitating business environment in developing countries are therefore essential in creating the fertile environment that can attract the flow of capital and know-how toward building the Information Age in these countries. This would in turn nurture their knowledge economies and lead to sustainable economic and social progress. Developing countries need to design creative means to divert some of the global wealth and knowledge resources toward their issues. This needs to be done in a manner that could be mutually beneficial to the North and South, without being parasitic of the North or allowing themselves to be exploited by such capital and knowledge flows.

The Big Fish down under: Examining Moderators of the ‘Big-Fish-Little-Pond’ Effect for Australia's High Achievers

2011 ◽  
Vol 55 (2) ◽  
pp. 93-114 ◽  
Author(s):  
Marjorie Seaton ◽  
Herbert W. Marsh ◽  
Alexander Seeshing Yeung ◽  
Rhonda Craven
Keyword(s):  
International Student ◽  
Research Question ◽  
Student Assessment ◽  
High Achievers ◽  
Social Constructs ◽  
International Student Assessment ◽  
Australian State ◽  
Large Representative ◽  
Consistent Support ◽  
Representative Samples

Big-fish-little-pond effect (BFLPE) research has demonstrated that academic self-concept is negatively affected by attending high-ability schools. This article examines data from large, representative samples of 15-year-olds from each Australian state, based on the three Program for International Student Assessment (PISA) databases that focus on different subject domains: reading (2000), mathematics (2003) and science (2006). The overarching research question is whether the size or direction of the BFLPE is moderated by any of a total of 67 moderators (for example ability, study methods, motive, social constructs and Australian states) that were considered. The data showed consistent support for the BFLPE across all Australian states for all three databases. None of the constructs examined moderated the BFLPE and this finding was consistent across states. In conclusion, the BFLPE is remarkably robust in Australia and the study findings generalised well across Australian states and across all moderators investigated.

An International Comparison of Grade 6 Students' Understanding of the Equal Sign

2010 ◽  
Vol 106 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Robert M. Capraro ◽  
Mary Margaret Capraro ◽  
Z. Ebrar Yetkiner ◽  
Serkan Özel ◽  
Hae Gyu Kim ◽  
...  
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
International Comparisons ◽  
High Achievers ◽  
International Studies ◽  
Equal Sign ◽  
Chinese Sample ◽  
International Student Assessment ◽  
The Usa

This study extends the scope of international comparisons examining students' conceptions of the equal sign. Specifically, Korean ( n = 193) and Turkish ( n = 334) Grade 6 students were examined to assess whether their conceptions and responses were similar to prior findings published for Chinese and U.S. students and to hypothesize relationships about problem types and conceptual understanding of the equal sign. About 59.6% of the Korean participants correctly answered all items providing conceptually accurate solutions, as compared to 28.4% of the Turkish sample. Comparison with previous studies in China and the USA indicated that the Chinese sample outperformed those from other nations, followed by Korea, Turkey, and the USA. In large-scale international studies such as Trends in International Mathematics and Science (TIMSS) and the Programme for International Student Assessment (PISA), students from China and Korea have been among the high achievers.

Research on Globalization and Education

2008 ◽  
Vol 78 (2) ◽  
pp. 330-363 ◽  
Author(s):  
Joel Spring
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Educational Practices ◽  
Global Trends ◽  
Global Migration ◽  
International Student Assessment ◽  
Theoretical Perspectives ◽  
The World ◽  
The Rich ◽  
International Testing

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights.

Understanding validity issues in international large scale assessments

2014 ◽  
Vol 22 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Meiko Lin ◽  
Erin Bumgarner ◽  
Madhabi Chatterji
Keyword(s):  
Policy Development ◽  
Role Models ◽  
Large Scale ◽  
Student Assessment ◽  
Negative Consequences ◽  
Policy Makers ◽  
Content Type ◽  
International Student Assessment ◽  
The World ◽  
Country Rankings

Purpose – This policy brief, the third in the AERI-NEPC eBrief series “Understanding validity issues around the world”, discusses validity issues surrounding International Large Scale Assessment (ILSA) programs. ILSA programs, such as the well-known Programme of International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), are rapidly expanding around the world today. In this eBrief, the authors examine what “validity” means when applied to published results and reports of programs like the PISA. Design/methodology/approach – This policy brief is based on a synthesis of conference proceedings and review of selected pieces of extant literature. It begins by summarizing perspectives of an invited expert panel on the topic. To that synthesis, the authors add their own analysis of key issues. They conclude by offering recommendations for test developers and test users. Findings – ILSA programs and tests, while offering valuable information, should be read and used cautiously and in context. All parties need to be on the same page to maximize valid use of ILSA results, to obtain the greatest educational and social benefits, and to minimize negative consequences. The authors propose several recommendations for test makers and ILSA program leaders, and ILSA users. To ILSA leaders and researchers: provide more cautionary information about how to correctly interpret the ILSA results, particularly country rankings, given contextual differences among nations. Provide continuing psychometric or research resources so as to address or reduce various sources of error in reports. Encourage policy makers in different nations to share the responsibility for ensuring more contextualized (and valid) interpretations of ILSA reports and subsequent policy development. Raise awareness among policy makers to look beyond simple rankings and pay more attention to inter-country differences. For consumers of ILSA results and reports: read the fine print, not just the country rankings, to interpret ILSA results correctly in particular regions/nations. When looking to high-ranking countries as role models, be sure to consider the “whole picture”. Use ILSA data as complements to other national- and state-level educational assessments to better gauge the status of the country's education system and subsequent policy directions. Originality/value – By translating complex information on validity issues with all concerned ILSA stakeholders in mind, this policy brief will improve uses and applications of ILSA information in national and regional policy contexts.

scholarly journals Estonia: A Positive PISA Experience

2020 ◽  
pp. 101-120
Author(s):  
Gunda Tire
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
Oecd Countries ◽  
Economic Cooperation ◽  
Historical Background ◽  
High Performing ◽  
International Student Assessment ◽  
League Tables ◽  
The World

AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.

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