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Discourse: Studies in the Cultural Politics of Education Volume 36, 2015 - Issue 5: Governing by comparison: the effects of international large scale assessment on education policy and research
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Original Articles

Governing education without reform: the power of the example

Maarten SimonsLaboratory for Education and Society, University of Leuven, Leuven, BelgiumCorrespondence[email protected]
Pages 712-731 | Published online: 03 Apr 2014

Citations (48)

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Eva Bendix Petersen & Laura Louise Sarauw. (2024) Psychometrics as performance indicator: new modes of governance of universities?. International Journal of Qualitative Studies in Education 37:2, pages 426-437.
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Katariina Mertanen, Kalle Mäkelä & Kristiina Brunila. (2022) What’s the problem (represented to be) in Finnish youth policies and youth support systems?. International Studies in Sociology of Education 31:3, pages 264-283.
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Rafaan Daliri-Ngametua, Ian Hardy & Sue Creagh. (2022) Data, performativity and the erosion of trust in teachers. Cambridge Journal of Education 52:3, pages 391-407.
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Lucas Cone & Lejf Moos. (2022) Introduction: mapping commercial interests and imaginaries in Nordic education. Nordic Journal of Studies in Educational Policy 8:1, pages 1-8.
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Natalie Papanastasiou. (2021) ‘Best practice as a governing practice: producing best practice in a European Commission working group.’. Journal of Education Policy 36:3, pages 327-348.
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Mathias Decuypere & Paolo Landri. (2021) Governing by visual shapes: university rankings, digital education platforms and cosmologies of higher education. Critical Studies in Education 62:1, pages 17-33.
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Yuting Lan. (2020) Non-word (buyan) and non-self (wuji): Resistance to duality, standardisation and comparison in regime of school accountability. Educational Philosophy and Theory 52:7, pages 791-803.
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Mathias Decuypere & Maarten Simons. (2020) Pasts and futures that keep the possible alive: Reflections on time, space, education and governing. Educational Philosophy and Theory 52:6, pages 640-652.
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Steven Lewis. (2020) ‘Becoming European’? Respatialising the European Schools System through PISA for Schools. International Studies in Sociology of Education 29:1-2, pages 85-106.
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Ian Hardy, Karin Rönnerman & Dennis Beach. (2019) Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform. Oxford Review of Education 45:3, pages 350-366.
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Steven Lewis & Anna Hogan. (2019) Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education 60:1, pages 1-18.
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Steven Lewis & Jessica Holloway. (2019) Datafying the teaching ‘profession’: remaking the professional teacher in the image of data. Cambridge Journal of Education 49:1, pages 35-51.
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Jeffrey Brooks Hall. (2018) The performative shift: middle leadership ‘in the line of fire’. Journal of Educational Administration and History 50:4, pages 364-378.
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Sue Grey & Paul Morris. (2018) PISA: multiple ‘truths’ and mediatised global governance. Comparative Education 54:2, pages 109-131.
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Steven Lewis. (2017) Governing schooling through ‘what works’: the OECD’s PISA for Schools. Journal of Education Policy 32:3, pages 281-302.
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Charlene Tan. (2017) Chinese responses to Shanghai’s performance in PISA. Comparative Education 53:2, pages 209-223.
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Keita Takayama, Steven Lewis, Kalervo Gulson & David Hursh. (2017) Fast policy: experimental statecraft at the thresholds of neoliberalism. Discourse: Studies in the Cultural Politics of Education 38:2, pages 292-316.
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Mathias Decuypere. (2016) Diagrams of Europeanization: European education governance in the digital age. Journal of Education Policy 31:6, pages 851-872.
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Alison M. Brady. (2016) The Regime of Self-Evaluation: Self-Conception for Teachers and Schools. British Journal of Educational Studies 64:4, pages 523-541.
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Zsuzsa Millei & Mikko Joronen. (2016) The (bio)politicization of neuroscience in Australian early years policies: fostering brain-resources as human capital. Journal of Education Policy 31:4, pages 389-404.
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Margareta Serder & Malin Ideland. (2016) PISA truth effects: the construction of low performance. Discourse: Studies in the Cultural Politics of Education 37:3, pages 341-357.
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Steven Lewis & Bob Lingard. (2015) The multiple effects of international large-scale assessment on education policy and research. Discourse: Studies in the Cultural Politics of Education 36:5, pages 621-637.
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Tae-Hee Choi, Susan Creagh, Anna Tsatsaroni, Bob Lingard & Yoko Yamato. Internationalising research in a neoliberal climate: maintaining integrity in developing and executing funded comparative research. Globalisation, Societies and Education 0:0, pages 1-16.
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Articles from other publishers (24)

Laura Louise Sarauw, Søren SE Bengtsen & Ourania Filippakou. (2023) The psychological turn in higher education and the new taxonomy of attitudes and emotions: Denmark as a case study. Policy Futures in Education 22:2, pages 293-307.
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Estela Costa & Luís Miguel Carvalho. (2023) Framing School Governance and Teacher Professional Development Using Global Standardized School Assessments. Education Sciences 13:9, pages 873.
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Saif Juma Salim Al Weshahi. (2023) The Impact of Test-Based Accountability in the U.S. and Its Relevance for the Global Education Reform Movement: A Brief Review. International Journal of Scientific Research in Science, Engineering and Technology, pages 362-369.
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Anna Tsatsaroni & Sofia Koutsiouri. 2022. Educational Standardisation in a Complex World. Educational Standardisation in a Complex World 63 83 .
Charlene Tan. (2021) Rethinking the notion of the high-performing education system: A Daoist response. Research in Comparative and International Education 16:1, pages 100-113.
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Gang Zhu, Guoxing Xu, Yujuan Li & Boyin Chen. (2020) Typology of OECD’s Global Educational Governance and Its Policy Effect. Comparative Education Review 64:3, pages 525-542.
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Marco Romito, Catarina Gonçalves & Antonietta De Feo. (2019) Digital devices in the governing of the European Education Space: The case of SORPRENDO software for career guidance. European Educational Research Journal 19:3, pages 204-224.
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ALISON M. BRADY. (2019) Struggling Teachers and the Recognition of Effective Practice. Journal of Philosophy of Education 54:1, pages 183-200.
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Steven LewisSteven Lewis. 2020. PISA, Policy and the OECD. PISA, Policy and the OECD 171 188 .
Steven LewisSteven Lewis. 2020. PISA, Policy and the OECD. PISA, Policy and the OECD 133 170 .
Steven LewisSteven Lewis. 2020. PISA, Policy and the OECD. PISA, Policy and the OECD 97 131 .
Steven LewisSteven Lewis. 2020. PISA, Policy and the OECD. PISA, Policy and the OECD 1 11 .
Jenny Ozga & Margaret A. Arnott. (2019) Governando para além do PISA: conhecimento, redes e narrativas. Roteiro 44:3, pages 1-22.
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Monne Wihlborg. (2019) Critical viewpoints on the Bologna Process in Europe: Can we do otherwise?. European Educational Research Journal 18:2, pages 135-157.
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Stefan RamaekersNaomi Hodgson. (2018) Humans Raising Humans?. Philosophy of Education 74, pages 466-480.
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Amanda HeffernanAmanda Heffernan. 2018. The Principal and School Improvement. The Principal and School Improvement 117 141 .
Amanda HeffernanAmanda Heffernan. 2018. The Principal and School Improvement. The Principal and School Improvement 83 116 .
Steven Lewis. 2018. Structuring the Thesis. Structuring the Thesis 349 356 .
Laboratory for Education and Societ. 2018. Sketching a Place for Education in Times of Learning. Sketching a Place for Education in Times of Learning 33 53 .
Maarten Simons. 2018. Critical Analyses of Educational Reforms in an Era of Transnational Governance. Critical Analyses of Educational Reforms in an Era of Transnational Governance 169 184 .
Steven Lewis. 2017. The Impact of the OECD on Education Worldwide. The Impact of the OECD on Education Worldwide 181 206 .
Katja Brøgger & Dorthe Staunæs. (2016) Standards and (self)implosion: How the circulation of affects accelerates the spread of standards and intensifies the embodiment of colliding, temporal ontologies. Theory & Psychology 26:2, pages 223-242.
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Malou Juelskjær & Dorthe Staunæs. (2016) Orchestrating intensities and rhythms: How post-psychologies are assisting new educational standards and reforming subjectivities. Theory & Psychology 26:2, pages 182-201.
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Steven Lewis, Sam Sellar & Bob Lingard. (2016) PISA for Schools: Topological Rationality and New Spaces of the OECD’s Global Educational Governance. Comparative Education Review 60:1, pages 27-57.
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