Abstract
ABSTRACTBy comparing two federal education systems, namely Germany and the U.S., and their reactions to PISA we show how international, large-scale student assessments (ILSA) have been used by national stakeholders to gain leverage for legitimising or de-legitimising policy reforms in education. From a neo-institutionalist perspective we argue that country-specific path-dependencies and policy legacies, such as different systems of power devolution, testing traditions and also non-governmental actor influence, additionally moderate the impact of ILSA.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
