Bob Lingard

TL;DR: Rizvi and Lingard as mentioned in this paper explored the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance.

TL;DR: The authors provides a readable account of how educational policies are developed by the state in response to broader social, cultural, economic and political changes which are taking place, and examines the way in which schools live and work with these changes, and the policies which result from them.

TL;DR: The authors provides a contextualised and critical policy analysis of the Rudd government's national schooling agenda in Australia, focusing on the introduction of national literacy and numeracy testing and the recent creation by the Australian Curriculum, Assessment and Reporting Authority of the website "My School" which lists the results of these tests for all Australian schools, including school performance against averages and against the performance of 60 other socio-economically "like-schools" across the nation.

TL;DR: In this article, the authors argue that we are seeing a new global panopticism, with national school systems variously positioned within the global market place and global educational policy field with important effects within national policy-making.

TL;DR: In this article, the authors examine the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the organization's education work, and show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy makers with better information.