The development of international comparative studies of educational achievements dates back to the early 1960s and was made possible by developments in sample survey methodology, group testing techniques, test development, and data analysis (Husén & Tuijnman, 1994, p. 6). The studies involve extensive collaboration, funding and negotiation between participants, organizers and funders resulting in a long-term commitment of all those involved in a study. However, does this financial and physical effort result in large-scale change for the participating education systems? Can treating “the world as a laboratory” impact policymaking in a constructive and fruitful way and culminate in enhanced education systems across divergent contexts?
|Title of host publication||International handbook of educational policy|
|Editors||Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood, David Livingstone|
|Place of Publication||Dordrecht|
|Number of pages||1114|
|Publication status||Published - 2005|
|Name||Springer international handbooks of education|
Howie, S., & Plomp, T. (2005). International comparative studies of education and large scale change. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy (pp. -). (Springer international handbooks of education; No. XLV). Dordrecht: Springer. https://doi.org/10.1007/1-4020-3201-3_4