New Practices of Comparison Quantification and Expertise in Education

<p><em>New Practices of Comparison, Quantification and Expertise in Education</em> discusses contemporary trends and activities related to comparisons and quantifications. It aims to help scholars to conduct empirically based research on how comparisons and quantifications are instituted in practice at different levels in the educational system. </p><p>The book furthers discussions on policy by looking at the kinds of activities that comparisons and quantifications lead to at an international, regional and national level. Most of the book’s chapters are based on empirical research conducted in different research projects. The book thus brings all these projects together and discusses them as activities promoted by the reasoning of comparisons and quantifications.</p><p></p><p>New Practices of Comparison, Quantification and Expertise in Education will be of great interest to academics, researchers and post-graduate students in the fields of comparative education, curriculum research and policy studies. It will also appeal to those in the fields of teacher education, including student teachers.</p> <p>Acknowledgements </p><p></p><p>Introduction by<b> </b>The Editors </p><p>Chapter 1: <i>A Chimera of Quantifications and Comparisons: The Changing of Educational ‘Expertise’</i> by Daniel Pettersson & Thomas S Popkewitz</p><p>Chapter 2: <i>Society speaks back: On the intimacy and complexity of comparative education research on a welfare state Agora</i> by Rita Foss Lindblad & Sverker Lindblad<i> </i></p><p>Chapter 3: <i>Three Waves of Education Standardisation: How the curriculum changed from a matter of concern to a matter of fact</i> by Daniel Sundberg</p><p>Chapter 4: <i>Old Power, New Power and Ontological Flattening: The Global ‘Data Revolution’ in Education</i> by Radhika Gorur</p><p>Chapter 5: <i>Intellectual and Social Organisation of International Large-scale Assessment Research</i> by Sverker Lindblad & Daniel Pettersson</p><p>Chapter 6: <i>Evidently, the Broker Appears as the New Whizz-kid on the Educational Agora</i> by Carl-Henrik Adolfsson, Eva Forsberg & Daniel Sundberg</p><p>Chapter 7: <i>Bridging worlds and spreading light: Intermediary actors and the translation of knowledge for policy in Portugal</i> by Luís Miguel Carvalho, Sofia Viseu & Catarina Gonçalves</p><p>Chapter 8: <i>A data-driven school crisis</i> by Andreas Nordin</p><p>Chapter 9: <i>Co-Production of Knowledge on the Educational Agora: Media Activities and ‘Logics’</i> by Gun-Britt Wärvik, Caroline Runesdotter & Daniel Pettersson</p><p>Chapter 10: <i>The Reception of Large-scale Assessments in China and India</i> by Sarbani Chakraborty, Christina Elde Mølstad, Jingying Feng & Daniel Pettersson</p><p>Chapter 11: <i>Education Export and Import: New Activities on the Educational Agora</i> by Kampei Hayashi</p><p>Chapter 12: <i>Measuring what we value, or valuing what we can measure? Performance indicators, school choice and the curriculum</i> by Ulf Lundström</p><p>Chapter 13: <i>Supplementary Tutoring in Sweden and Russia – A Safety Net Woven with Numbers</i> by Eva Forsberg, Tatiana Mikhaylova, Stina Hallsén & Helen Melander Bowden</p><p>Chapter 14: <i>School Certification: Marketing Schools by Appearance</i> by Urban-Andreas Johansson &<b> </b>Christina Elde Mølstad</p><p>A Summary and an invitation by the Editors </p><p>List of Contributors</p><p></p><p>Index</p>