Creating an Educational Testing Profession in Norway, Sweden and Denmark, 1910–1960

Ydesen, Christian; Ludvigsen, Kari; Lundahl, Christian

doi:10.2304/eerj.2013.12.1.120

Cited by 13 publications

(4 citation statements)

References 11 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is, however, not arbitrary how and which actors gain influence within such interaction. Ydesen et al (2013) show how the new discourse in the Nordic countries that frame education in terms of statistics and numbers historically is contingent on the formation of alliances between politicians, universities and teachers' unions. The position and influence of key actors in close interaction with policymakers could shift the power structures within the education system when there is an increased focus on outputs.…”

Section: Discussionmentioning

confidence: 97%

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Ottesen

Lund

Grams

et al. 2013

European Educational Research Journal

View full text Add to dashboard Cite

A number of studies in the past few decades address how the governing of educational systems are changing as a result of intensified measurement and use of statistics. This article suggests that another consequence may be the construction of solutions, tools, and methods which target the problems constructed through comparable indicators and benchmarks. An increased proliferation and accessibility of models, methods, and outcomes has inspired both governments and practitioners to look beyond their national borders for solutions to specific problems or challenges. As a consequence, ideas, methods, and approaches increasingly resemble commodities in the global marketplace. The article investigates the diffusion of a method for school development, namely the model for learning environment and pedagogical analysis (the LP-model). The model was developed in Norway in 2005 and later spread to a number of schools and municipalities across the country, and subsequently to Denmark. We analyse the cross-national borrowing process by applying the framework of policy borrowing. The framework serves as a heuristic in our analysis of information from the LP-model's websites, evaluation reports and booklets. The analysis shows that similar descriptions of problems and high policy expectations for addressing the problems constitute central preconditions for the borrowing process. We also find that claims that the model works play an important part in marketing the model. Moreover, the model was warranted by high-profile researchers in Norway and Denmark constituting powerful personal and professional networks.

show abstract

Section: Discussionmentioning

confidence: 97%

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Ottesen

Lund

Grams

et al. 2013

European Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Two of the biggest players on the eduBusiness market are the OECD and Pearson. They have actually collaborated in producing competences for the PISA test "21st Century Skills and Competencies" (Pearson, 2014) and thus in developing the global policy and corporate governance of education as they look at education as a business opportunity driven by numbers (Ydesen et al, 2013). The Pearson (2019) website presents the company as follows:…”

Section: The Third Discourse: Edubusinessmentioning

confidence: 99%

Discourses on Governance of the Teaching Profession

Moos¹

2020

Studia paedagogica

View full text Add to dashboard Cite

This article will describe four discourses relating to external influences on the working conditions of educational professionals, discourses which also reflect the ways in which such professionals are perceived. The background is the development of Danish society and the Danish education system since World War II, but a great number of Western European countries, members of the OECD, have been strongly influenced by the same transnational agencies and have therefore been influenced in the same ways. As a result, the findings are also relevant for countries other than Denmark. The first discourse was constructed in the welfare state era, which lasted from World War II until the beginning of this century. In this discourse, teachers were supposed to act according to a democratic Bildung discourse. The second discourse overlapped the first in the competitive state era from 2000 onwards. In this discourse, teachers are supposed to act according to an agenda of effectiveness and accountability. The third and fourth discourses focus on learning outcomes and technologies in the marketplace: eduBusiness and data-driven digital discourses.

show abstract

“…Diese sind wie derum mit der Entwicklung in der experimentellen Pädagogik und der pädagogischen Psychologie verbunden, die sich regional mit gewissen Differenzen an der Wende zum 20. Jahrhundert disziplinär konstituierten und in der Zwischenkriegszeit international durchsetzen konnten (Criblez, 2010;Hofstetter, Schneuwly und Criblez, 2011;Reese, 2013;Ydesen et al, 2013) (Crotti, 2008;Lustenberger, 1996). Unter der Verantwortung des Militärdepartements wurden diese Prüfungen ab 1875 gesamtschweizerisch durchgeführt und damit per Verwaltungsbeschluss ein Instrument zur Umsetzung des Bildungsartikels in der Bundesverfassung zur bundesstaatlichen Aufsicht über die kantonalen Schulwesen geschaffen.…”

Section: Schulinfrastruktur: Datenerhebung Zwischen Den Politischen Ebenenunclassified

Zahlen, Zählen und Erzählen in der Bildungspolitik. Lokale Statistik, politische Praxis und die Entwicklung städtischer Schulen zwischen 1890 und 1930

Ruoss¹

2018

View full text Add to dashboard Cite

Creating an Educational Testing Profession in Norway, Sweden and Denmark, 1910–1960

Cited by 13 publications

References 11 publications

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Discourses on Governance of the Teaching Profession

Zahlen, Zählen und Erzählen in der Bildungspolitik. Lokale Statistik, politische Praxis und die Entwicklung städtischer Schulen zwischen 1890 und 1930

Contact Info

Product

Resources

About