Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

The Many Facets of PISA


by David C. Berliner — 2015

This article discusses four facets of the PISA program: (a) the issue of the comparability of the cognitions elicited by items across national and linguistic cultures, (b) the association of PISA with economic outcomes for nations, (c) the search in PISA data for universally applicable instructional techniques, and (d) the differences in cross-national attitudes toward the PISA subjects and how those affect test scores.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Many Facets of PISA
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 117 Number 1, 2015, p. 1-20
http://www.tcrecord.org ID Number: 17726, Date Accessed: 12/10/2017 7:20:31 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • David Berliner
    Arizona State University
    DAVID C. BERLINER is Regents’ Professor Emeritus at Arizona State University in Tempe, AZ. He is interested in the study of teaching and educational policy. Recent publications include the following: Berliner, D. C. (2012). Effects of inequality and poverty vs. teachers and schooling on America’s youth. Teachers College Record. Berliner, D. C. (2012). Narrowing curriculum, assessments, and conceptions of what it means to be smart in the US schools: Creaticide by design. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (79–93). New York, NY: Routledge/Taylor & Francis.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS