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  4. Observing local dynamics of ILSA projections in federal systems: a comparison between Germany and the United States
 
Zitierlink DOI
10.26092/elib/2162
Verlagslink DOI
10.1080/14767724.2018.1531237

Observing local dynamics of ILSA projections in federal systems: a comparison between Germany and the United States

Veröffentlichungsdatum
2018-10-09
Autoren
Niemann, Dennis  
Hartong, Sigrid  
Martens, Kerstin  
Zusammenfassung
By comparing two federal education systems, namely Germany and the U.S., and their reactions to PISA we show how international, large-scale student assessments (ILSA) have been used by national stakeholders to gain leverage for legitimising or de-legitimising policy reforms in education. From a neo-institutionalist perspective we argue that country-specific path-dependencies and policy legacies, such as different systems of power devolution, testing traditions and also nongovernmental actor influence, additionally moderate the impact of ILSA.
Schlagwörter
OECD

; 

PISA

; 

neoinstitutionalism

; 

Germany

; 

U.S.

; 

path-dependency
Verlag
Taylor & Francis
Institution
Universität Bremen  
Fachbereich
Fachbereich 08: Sozialwissenschaften (FB 08)  
Institute
Institut für Interkulturelle und Internationale Studien (InIIS)  
Dokumenttyp
Artikel/Aufsatz
Zeitschrift/Sammelwerk
Globalisation, Societies and Education  
Band
16
Heft
5
Startseite
1
Endseite
13
Zweitveröffentlichung
Ja
Dokumentversion
Postprint
Lizenz
https://creativecommons.org/licenses/by-nc/4.0/
Sprache
Englisch
Dateien
Lade...
Vorschaubild
Name

Niemann Hartong Martens_Observing local dynamics of ILSA projections in federal systems_2018_AM_Db_PDFA.pdf

Size

2.71 MB

Format

Adobe PDF

Checksum

(MD5):13f287e82ad7ee7a405500cc3475c71b

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