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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

‘Will I learn what I want to learn?’ Usable representations, ‘students’ and OECD assessment production

Riyad A. ShahjahanDepartment of Educational Administration, Michigan State University, East Lansing, MI, USACorrespondence[email protected]
,
Clara MorganDepartment of Political Science, UAE University, Al Ain, United Arab Emirates
&
David J. NguyenDepartment of Educational Administration, Michigan State University, East Lansing, MI, USA
Pages 700-711 | Published online: 02 Dec 2014

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Clara Morgan & Ali Ibrahim. (2020) Configuring the low performing user: PISA, TIMSS and the United Arab Emirates. Journal of Education Policy 35:6, pages 812-835.
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Brendan Bartram. (2016) Economic motives to attend university: a cross-country study. Research in Post-Compulsory Education 21:4, pages 394-408.
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David J. Nguyen. (2016) Whose knowledge counts in international student assessments: examining the AHELO epistemic community of economics experts. Tertiary Education and Management 22:2, pages 121-133.
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Riyad A. Shahjahan & Clara Morgan. (2016) Global competition, coloniality, and the geopolitics of knowledge in higher education. British Journal of Sociology of Education 37:1, pages 92-109.
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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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Paul Ashwin. (2015) Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project. European Journal of Higher Education 5:4, pages 437-444.
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