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ERIC Number: EJ1155121
Record Type: Journal
Publication Date: 2017-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1745-4999
PISA, National and Regional Education Policies and Their Effect on Mathematics Teaching in England and Germany
Kelly, Peter; Kotthoff, Hans-Georg
Research in Comparative and International Education, v12 n3 p318-332 Sep 2017
To consider how processes of education governance linking the work of international organisations and national and regional policy-making in two contrasting policy environments affect policy enactment in schools, differences in mathematics teaching between English and German secondary schools were analysed using Bernstein's account of pedagogic practice. This allowed the opportunities for achievement provided to different groups of students to be identified. The findings suggest that, as a result of strong governance pressures, English higher achievers have more opportunities to make progress than lower achievers, a concern which is consistent with standardised assessment data. Despite policy changes, similarities in the teaching of higher and lower achieving students in Germany remain and these account, in part, for the narrower gap in achievement there.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; United Kingdom (England)
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A