Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform最新文献

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Beyond Large-Scale Achievement Testing – The ‘Psychological Turn’ in International Organizations’ Work on Educational Assessment 超越大规模成绩测试——国际组织教育评估工作的“心理转向”

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform Pub Date : 2018-06-15 DOI: 10.1108/S1479-367920180000035006

Mike Zapp

{"title":"Beyond Large-Scale Achievement Testing – The ‘Psychological Turn’ in International Organizations’ Work on Educational Assessment","authors":"Mike Zapp","doi":"10.1108/S1479-367920180000035006","DOIUrl":"https://doi.org/10.1108/S1479-367920180000035006","url":null,"abstract":"Abstract \u0000This article put forward two claims. First, it argues that, historically, the rationale for education has shifted from religious and national indoctrination to, in the more recent neoliberal period, human capital and the related notion of individual empowerment. Second, the article argues that the recent shift toward individual empowerment is reflected in international organizations’ (IOs) changing emphases in education. IOs’ educational agenda has undergone various changes since their early work in the 1960s: From the structural expansion of national education systems to the measurement of individual educational achievement through a focus on competencies and, most recently, individual psychosocial development. \u0000 \u0000Based on a content analysis of 60 documents from 38 IOs involved in international education networks between 1990 and 2015, this work identified an expanding field of IOs directing attention to the mental capabilities of a learner. The proliferated model of an individual actorhood reflected in these novel assessment designs will be presented and embedded in wider discussions about the cultural construction of the individual in contemporary world polity.","PeriodicalId":130720,"journal":{"name":"Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform","volume":"124 1-3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116705563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

The School Decentralization Process in Georgia and South Africa through the Lens of World Culture Theory: A Comparative Analysis 世界文化理论视角下的格鲁吉亚与南非学校分权进程比较分析

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform Pub Date : 2018-06-15 DOI: 10.1108/S1479-367920180000035005

N. Dzotsenidze

引用次数: 3

The Effects of Governance Reforms on School Supervision: An Analysis of Six Developing and Emerging Economies 治理改革对学校监督的影响:基于六个发展中国家和新兴经济体的分析

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform Pub Date : 2018-06-15 DOI: 10.1108/S1479-367920180000035011

Mobarak Hossain

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引用次数: 5

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