Impact of the OECD on Education Worldwide

Alexander W. Wiseman, Lehigh University, Bethlehem, PA, USACalley Stevens-Taylor, Lehigh University, Bethlehem, PA, USA

• List of ContributorsPrefacePART 1: THE OECD’S HISTORY AND CONTEXTFrance and PISA: An Unfinished Dialogue - Bernard Hugonnier From Achievement to Non-Test Outcomes in PISA: National Trends in STEM Career Expectations - Seong Won Han Pedagogical Orientations and Foundations in the Discourse Emanating from the OECD’s TALIS Initiative - Anthony Cerqua, Clermont Gauthier and Martial DembéléPART 2: THE EDUCATIONAL IMPACT OF THE OECD School Leadership for Equity: A Comparative Perspective - Beatriz Pont Big Comparisons, Little Knowledge: Public Engagement with PISA in the United States and Israel - Oren Pizmony-LevyThe OECD Diffusion Mechanisms and Its Link with Teacher Policy Worldwide - Pablo Fraser and William C. Smith PISA for Schools: Respatialising the OECD’s Global Governance of Education - Steven Lewis PART 3: OECD’S IMPACT ON NATIONAL EDUCATION SYSTEMSThe Structure of PISA Penetration into Education Policy in Japan and Norway - Hitoshi Sato OECD PISA and Its Impact on the Education Space of South Korea - Ji-Hye Kim Looking Back Towards the Future: A Synthesis of Findings on the OECD’s Global Educational Influence - Meg P. Gardinier About the AuthorsIndex

This book outlines the history, contexts, agendas, and initiatives associated with the Organisation for Economic Co-operation and Development’s educational impact around the world. It contains 10 essays by education researchers from North America, Europe, Australia, and Japan, who address France’s use of the OECD’s Programme for International Student Assessment (PISA), national trends in student STEM (science, technology, engineering, and math) career paths and the impact of PISA on occupational expectations, and the TALIS (Teaching and Learning International Survey) Initiative for teacher education; the impacts of the OECD on school leadership for equity, perceptions about PISA in the US and Israel, influences on teacher policy, and the PISA-based Test for Schools for the assessment of school performance; and impacts on national educational systems in Japan, Norway, and South Korea.