Citations (37)
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Roberto S. de Roock, Darlene Machell de Leon Espeña & Sasha Raj Lawrence. (2024) Toward equity innovations: lower tracked students and classroom digital media use in Singapore. Asia Pacific Journal of Education 44:2, pages 311-325.
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Magnus Andersen. (2024) Welfare institutions as knowledge factories: Danish ‘welfare export’ of childcare know-how to China. Education Inquiry 15:1, pages 30-46.
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Chanwoong Baek & Andreas Nordin. (2023) Understanding implicit reference societies in education policy. Journal of Education Policy 0:0, pages 1-19.
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Rui da Silva & Theresa Adrião. (2023) To tweet, or not to tweet, that is the question: the Ayrton Senna Institute and education policy movement in Brazil. Globalisation, Societies and Education 0:0, pages 1-13.
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Íris Santos & Vera G. Centeno. (2023) Inspirations from abroad: the impact of PISA on countries’ choice of reference societies in education. Compare: A Journal of Comparative and International Education 53:2, pages 269-286.
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Íris Santos & Jaakko Kauko. (2022) Externalisations in the Portuguese parliament: analysing power struggles and (de-)legitimation with Multiple Streams Approach. Journal of Education Policy 37:3, pages 399-418.
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Chanwoong Baek. (2022) Internalising externalisation: utilisation of international knowledge in education policymaking. British Journal of Sociology of Education 43:1, pages 159-176.
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Soo Bin Jang. (2022) Creating entrepreneurs: National curriculum change in South Korea. Curriculum Inquiry 52:1, pages 51-74.
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Gang Zhu. (2021) A prism of the educational utopia: the East Asian Educational Model, reference society, and reciprocal learning. Discourse: Studies in the Cultural Politics of Education 42:6, pages 943-957.
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Christian Lundahl & Margareta Serder. (2020) Is PISA more important to school reforms than educational research? The selective use of authoritative references in media and in parliamentary debates. Nordic Journal of Studies in Educational Policy 6:3, pages 193-206.
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Petteri Hansen, Tommi Wallenius, Sara Juvonen & Janne Varjo. (2020) Moving landscapes of Nordic basic education: approaching shifting international influences through the narratives of educational experts. Compare: A Journal of Comparative and International Education 50:6, pages 773-791.
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Soo Bin Jang. (2020) Legitimising the need for another curriculum reform and policy framing: the case of South Korea. Journal of Curriculum Studies 52:2, pages 247-269.
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Cristina Alarcón. (2020) An Improbable Identification? The Netherlands as a “Reference Society” within the Chilean Educational Policy-Making Debate (2014–2015). European Education 52:1, pages 48-67.
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Keita Takayama. (2018) The constitution of East Asia as a counter reference society through PISA: a postcolonial/de-colonial intervention. Globalisation, Societies and Education 16:5, pages 609-623.
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Dennis Niemann, Sigrid Hartong & Kerstin Martens. (2018) Observing local dynamics of ILSA projections in federal systems: a comparison between Germany and the United States. Globalisation, Societies and Education 16:5, pages 596-608.
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Gita Steiner-Khamsi & Florian Waldow. (2018) PISA for scandalisation, PISA for projection: the use of international large-scale assessments in education policy making – an introduction. Globalisation, Societies and Education 16:5, pages 557-565.
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Donatella Palomba. (2018) Themes and theorisations: rebalancing comparative education?. Comparative Education 54:4, pages 440-458.
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Petteri Hansen & Jaakko Kauko. (2018) Peering into the kaleidoscope of equality: comparative perspectives on Nordic education policy. Nordic Journal of Studies in Educational Policy 4:3, pages 117-119.
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Roberto Santiago de Roock & Darlene Machell Espeña. (2018) Constructing underachievement: the discursive life of Singapore in US federal education policy. Asia Pacific Journal of Education 38:3, pages 303-318.
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Hikaru Komatsu & Jeremy Rappleye. (2017) Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia . Compare: A Journal of Comparative and International Education 47:4, pages 616-623.
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Subeen Jang. Politics of PISA in educational agenda-setting: an analysis of the media coverage of PISA 2000-2018 in South Korea. Oxford Review of Education 0:0, pages 1-19.
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David Golding & Kyle Kopsick. (2022) The colonial governmentality of Cambridge Assessment International Education. European Educational Research Journal 23:2, pages 261-286.
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John Devlin, Keri Hopeward, James Hopeward & Christopher Saint. (2023) Leading the Circular Future: South Australia’s Potential Influence on Circular Economy Development in Asia-Pacific Region. Sustainability 15:18, pages 13756.
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Clara-Christina E. Gerstner & Emmanuel S. Tsyawo. (2022) Policy spillover effects on student achievement: evidence from PISA. Letters in Spatial and Resource Sciences 15:3, pages 523-541.
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Íris Santos. (2021) Epistemic work in Portuguese parliamentary education debates: Externalisation to world situations as a source of epistemic capital. European Educational Research Journal 21:3, pages 520-540.
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Janne Säntti, Petteri Hansen & Antti Saari. (2021) Future jamming: Rhetoric of new knowledge in Finnish educational policy texts. Policy Futures in Education 19:7, pages 859-876.
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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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Young Chun Kim, Jaeseong Jo & Jung‐Hoon Jung. (2020) The education of academically gifted students in South Korea: Innovative approaches in shadow education. European Journal of Education 55:3, pages 376-387.
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Yasmine Abtahi & Richard Barwell. (2019) Mathematical Morality Tales: Mathematics Education in Canadian Newspapers. Canadian Journal of Science, Mathematics and Technology Education 19:1, pages 48-60.
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