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L’Organisation de coopération et de développement économiques (OCDE) préconise aux États de bonnes pratiques à adopter dans différents domaines des politiques publiques. En collaboration avec les gouvernements, l’OCDE couvre des thèmes aussi variés que la santé, l’immigration, l’environnement, la lutte contre la corruption, ou encore la promotion de systèmes éducatifs efficaces. En matière d’éducation, l’OCDE est devenue un acteur majeur de la gouvernance mondiale, comme en témoignent la participation de 85 pays aux enquêtes PISA et leur couverture médiatique. À travers ses études comparatives, ses rapports détaillés et ses évaluations internationales, l’OCDE s’est imposée sur la scène éducative internationale comme un véritable « entrepreneur de normes ». Si dans leurs discours publics, les décideurs politiques affichent un intérêt accru envers les travaux de l’OCDE, leur appropriation dans la production de politiques éducatives nationales demeure difficile à appréhender. La question principale de notre thèse est : comment l’OCDE oriente-t-elle la production de politiques éducatives ? À partir du cas français, notre recherche s’intéresse ainsi à la manière dont les idées et outils de l’OCDE peuvent guider les politiques éducatives nationales, à travers les usages que les acteurs nationaux en font. En s’appuyant sur le cas de l’OCDE et des politiques éducatives en France, la thèse a pour objectif d’interroger deux aspects en relations internationales et en politiques publiques, étudiés de manière conjointe : la circulation internationale des idées et ressources et leur appropriation dans les espaces nationaux. Le projet contribue ainsi à la littérature sur l’internationalisation de l’action publique. Les résultats de notre thèse montrent que le type et la fréquence d’utilisation des idées et ressources de l’OCDE varient selon les phases de production d’une politique publique et selon les acteurs nationaux qui s’en saisissent. Les spécificités, tant liées au contexte qu’aux acteurs qui interviennent selon les phases de production d’une politique publique, influencent le type et la fréquence d’usage des recommandations et données de l’OCDE. / The Organisation for Economic Co-operation and Development (OECD) recommends good practices to governments in various policy areas. In collaboration with governments, the OECD covers topics as diverse as health, immigration, the environment, the fight against corruption, and the promotion of efficient education systems. In education, the OECD appears to have become a major player in global governance, as evidenced by the media coverage of its PISA tests and the participation of 85 countries in these surveys. Through its comparative studies, detailed reports and international assessments, the OECD has established itself on the international education scene as a "norm entrepreneur". Although policy makers are showing increased interest in the OECD's work in their public speeches, its appropriation in the production of national education policies remains difficult to grasp. The main question of our thesis is: how does the OECD guide the production of educational policies? Based on the case of France, our research looks at how OECD ideas and tools can guide national education policies, through the uses that national actors make of OECD ideas and resources. Using the case of the OECD and educational policies in France, the thesis aims to interrogate two aspects of the literature in international relations and public policy, studied together: the international circulation of ideas and resources and their appropriation in national spaces. The project contributes to the literature on the internationalization of public action. The results of our thesis show that the type and frequency of use of OECD ideas and resources vary according to the phases in the production of public policy and the national actors who use them. The type and frequency of use of OECD recommendations and data are influenced by the specificities of both the context and the actors involved in each phase of public policy production.

This thesis addresses the local reception and use in Sweden of the major international large scale assessments (ILSAs) of student performance: Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and International Civic and Citizenship Education Study (ICCS). The aim is to describe and analyze how Swedish teachers, principals and school directors interpret and possibly use ILSAs in their professional practice. ILSA is treated here as a new idea or a new social technology defining what constitutes good (or bad) education. The theoretical framework combines a top-down perspective provided by Rogers’ (2003) Diffusion of Innovation theory, and a complementary, more critical Policy Enactment approach (Ball et al. 2012), stressing the import-ance of context and local actors’ perspectives. Empirically, the thesis is based on 40 semi-structured interviews carried out in the 2011-2012 school year with teachers, principals and municipal school directors in five municipalities and 12 compulsory schools, selected to cover diverse municipalities, schools, and respondents. The respondents perceive ILSAs as valid evaluations of the Swedish school system. Most think it is important to compare results of different nations, although ILSA is not expected to cover the whole curriculum. Most interviewees are aware that Swedish ILSA results have been declining for years and perceive an urgent need to reverse this trend. However, few of the directors, principals or teachers believe that Swedish schools are in a deep crisis, as described in Swedish media. The participants frequently regard schools as primary determinants of ILSA results, and few blame family, socio-economic, cultural and contextual factors for the Swedish decline in ILSA rankings. There are significant differences between the three occupational groups in their reception and use of ILSA. Municipal school directors who are very well-informed emphasize the influence of ILSA on their local development efforts. Principals and teachers say that ILSAs have had modest direct effects on their work, but they argue that poor Swedish results in international assessments have had indirect effects, for instance by prompting the introduction of a new national curriculum. / <p>Contains an English summary.</p>

Im Rahmen von drei Teilstudien wurde mathematische Schülerleistung aus einer differentialpsychologischen Perspektive untersucht. Die hierfür verwendeten Daten stammten von 29.386 deutschen Neuntklässlern, die am Programme for International Student Assessment (PISA) im Jahr 2000 teilnahmen. In Studie 1 wurden ausgehend von Strukturtheorien kognitiver Fähigkeiten verschiedene Strukturmodelle mathematischer Schülerleistung konfirmatorisch geprüft. So wurde mathematische Schülerleistung in Form eines Nested-Faktormodell als additive Funktion einer mathematikspezifischen Fähigkeit (M´) und der allgemeinen kognitiven Fähigkeit (g) spezifiziert. Dieses Modell wies einen besseren Modellfit auf als das in der psychologischen Forschung dominierende Standardmodell. Für Letzteres wurde angenommen, dass Maße mathematischer Schülerleistung nur von einer generellen mathematischen Fähigkeit (M) beeinflusst werden. In Studie 2 wurden Schulformunterschiede mit konfirmatorischen Mehrgruppen-Faktormodellen untersucht. Schulformspezifische Mittelwertunterschiede in M waren im Standardmodell wesentlich stärker ausgeprägt als bei M´ im Nested-Faktormodell. Weiterhin wurde eine schulformspezifische Differenzierungshypothese für M´ untersucht. Entgegen der Erwartung konnte diese nur sehr eingeschränkt von den Daten gestützt werden. In Studie 3 wurde die Validität mathematischer Schülerleistung im Hinblick auf soziodemografische und motivationale Schülermerkmale sowie Schulnoten analysiert. Bei Verwendung des Nested-Faktormodells resultierte ein im Vergleich zum Standardmodell wesentlich differenzierteres Befundmuster. So waren Geschlechterunterschiede (zu Gunsten der Jungen) in M´ im Nested-Faktormodell deutlich stärker ausgeprägt als bei M im Standardmodell. Implikationen und Perspektiven der drei Teilstudien werden für die psychologische Forschung, die Lehr-Lernforschung, die Konzeption von Schülerleistungsstudien sowie für die pädagogische Praxis diskutiert. / Three studies investigated mathematics achievement from an individual differences perspective, using data from 29,386 German ninth graders who participated in the 2000 cycle of the OECD’s Programme for International Student Assessment (PISA). In study 1, different structural models of mathematics achievement were derived from structural theories of cognitive abilities, and tested empirically using confirmatory methods. In a nested-factor model, mathematics achievement was specified to be an additive function of specific mathematical ability (M´) and general cognitive ability (g). This model provided a better fit than the standard model that predominates in psychological research, which assumes that measures of mathematical achievement are only influenced by general mathematical ability (M). In study 2, differences between types of schools were analyzed using confirmatory multigroup factor analytic models. Mean differences in M in the standard model were much stronger than in M´ in the nested-factor model. A school-type-specific differentiation hypothesis for M´ was also investigated. Contrary to predictions, the data provided only limited support for this hypothesis. Study 3 analyzed the validity of mathematics achievement with respect to sociodemographic and motivational student characteristics and school grades. The nested-factor model yielded a much more differentiated pattern of results than the standard model. For example, gender differences (in favor of boys) were much more pronounced in M´ in the nested-factor model than in M in the standard model. The implications and future perspectives of studies 1 to 3 are discussed with respect to psychological and educational research, design of large-scale achievement studies, and educational practice.

The diploma thesis Developing Reading Skills in English in Lower Secondary School Pupils (in relation to the development of reading skills in their mother tongue) is focused on the possible ways how to develop reading skills in English and Czech language teaching by means of the coursebooks which are used at lower secondary schools. In the theoretical part there is a description of the reading skills in terms of reading literacy from the theoretical point of view. There is also a description of different kinds of reading strategies and reading purposes. These two aspects lead to reading with comprehension, which is one of the most important part of reading literacy in both languages. There are also described several types of methods and exercises that lead to development of reading skills. At the end of the theoretical part there are mentioned two types of international studies PISA (Programme for International Student Assessment) and PIRLS. PISA assesses three key areas of knowledge and skills: reading, mathematical and science literacy in 15-year-old students. In the practical part there is a description of several types of texts, questions and reading skills that are included in the PISA study. I used the discriptions when analyzing texts, questions and reading skills in the coursebooks for the particular class. The main aim of this diploma thesis is to discover if it is possible to use the contents of the real coursebooks used in the eighth grade at lower secondary schools for developing reading skills that are examined in PISA and if the same techniques are used for developing reading skills in both languages if we know that it is possible and even reading in the foreign language is easier when we can transfer our reading skills from one language to another.

Syftet med denna studie är att utveckla kunskap om hur diskussionerna kring avskaffandet eller behållandet av särskolan som skolform i relation till Carlbeck-kommitténs arbete har förts i Lärarförbundets (LF) tidningar. Studien ingår i forskningsprojektet From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective. Projektet bedrivs i Stockholms universitets regi, lett av Wieland Wermke och Gabriella Höstfält.  Arbetet bygger på en kvalitativ innehållsanalys av artiklar från fackliga tidskrifter. Det empiriska materialet utgörs dels av artiklar i Lärarförbundets tidskrifter Specialpedagogen och Specialpedagogik och dels av Carlbeck-kommitténs del-, och slutbetänkande. I arbetets historiska bakgrund och forskningsöversikt identifieras två historiska spår gällande synen på organisation av undervisning för elever med intellektuell funktionsnedsättning. Arbetets resultat påvisar att dessa historiska spår även fortlöper under den studerade tidsperioden. Vidare visar resultatet en tydlig avsaknad av engagemang i frågan om skolformens existens från professionen och fackliga företrädare. Möjliga orsaker till detta presenteras i diskussionsdelen. Studiens resultat indikerar hur särskolan blivit en säkerhetsventil för att avlasta den starkare målstyrda grundskolan. En av de slutsatser som framkommer i arbetets diskussion är att Carlbeck-kommitténs arbete utgjorde ett försök att föra samman Salamancadeklarationens tanke om en skola för alla med PISA:s mer målinriktade intention. / The aim of this study is to develop knowledge of how the discussions about the abolition or retention of special school in relation to the Carlbeck Committee have been conducted in the Swedish Teachers' Association's (LF) magazines. The study is part of the research project From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective . The project is run under the auspices of Stockholm University, led by Wieland Wermke and Gabriella Höstfält.  This study is based on a qualitative content analysis of articles from LF member magazines. The empirical material consists partly of articles in LF member magazines Specialpedagogen and Specialpedagogik and partly of the Carlbeck Committee's partial and final report. In this study's historical background and research overview, two historical traces are identified regarding the view of the organization of teaching for students with intellectual disabilities. The results of the study show that these historical traces also continue during the studied period. Furthermore, the results show a clear lack of commitment to the issue of the existence of special schools for students with intellectual disability from the profession and union representatives. Possible reasons for this are presented in the discussion section. The results of the study indicate how the special school has become a safety valve to relieve the stronger goal-oriented primary school. One of the conclusions that emerges in the discussion of the work is that the work of the Carlbeck Committee was an attempt to bring together the Salamanca declaration's idea of a school for all with PISA's more goal-oriented intention. / From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective .

Les performances en mathématiques sont associées à de nombreux enjeux dans notre société, des enjeux de nature individuelle et des enjeux de nature sociétale. Malgré le fait que les élèves québécois réussissent très bien sur la scène internationale en mathématiques, dans le cadre des évaluations à grande échelle en éducation, les analyses selon le genre, elles, font état d’écarts préoccupants. En effet, à plusieurs des cycles de ces grandes enquêtes, les filles ont obtenu des résultats statistiquement inférieurs à ceux des garçons. L’anxiété mathématique, pourrait expliquer, à tout le moins en partie, les écarts de performances observés entre les filles et les garçons (Stoet et al., 2016). En effet, les recherches menées sur le sujet depuis les années 70 révèlent que, de manière générale, chez les adolescents et les adultes, les filles ont tendance à se dire davantage anxieuses à l’égard des mathématiques que les garçons (p.ex. Else-Quest et al., 2010; Hyde et al., 1990; Stoet et al. 2016). Également, dans ces mêmes groupes d’âge, une corrélation linéaire négative est observée entre le niveau d’anxiété mathématique des individus et leurs performances en mathématiques (p.ex. Barroso et al.,2021; Hembree, 1990; Ma, 1999; Zhang et al., 2019). En 2003 et en 2012, le PISA s’est intéressé à l’anxiété mathématique. En effet, comme les mathématiques ont constitué le domaine majeur d’évaluation lors de ces deux enquêtes, l’anxiété mathématique a été documentée, à ces occasions, au même titre que bon nombre d’autres facteurs non-cognitifs liés aux performances dans le domaine. Le portrait canadien, issu du PISA de 2003 et de 2012, supporte et renforce l’idée selon laquelle l’anxiété mathématique pourrait contribuer aux écarts de performance observés entre les garçons et les filles, en mathématiques, au Québec. Devant l’absence de portrait québécois en regard du phénomène, et souhaitant, à terme, fournir des leviers en vue de réduire les écarts de performances observés entre les filles et les garçons québécois, nous énonçons l’objectif général de recherche comme suit : quantifier les écarts d’anxiété mathématique entre les filles et les garçons, étudier le lien anxiété mathématique/performances en mathématiques et ensuite, identifier des facteurs ayant le potentiel de réduire les écarts d’anxiété mathématique observés, chez les élèves québécois francophones de 15 ans, à partir d’une analyse secondaire des données du PISA de 2003 et de 2012. Afin de répondre à cet objectif général de recherche, nous définissons trois objectifs spécifiques de recherche. Chacun d’eux est traité dans un des trois articles de cette thèse par articles. Le premier objectif spécifique de notre recherche vise à identifier les considérations méthodologiques inhérentes aux données issues du PISA et à proposer des techniques d’analyse qui permettent de les traiter, adéquatement. Cet objectif spécifique est traité dans le premier article, un article de nature méthodologique. Les deuxième objectif spécifique de notre recherche vise à quantifier les écarts d’anxiété mathématique entre les garçons et les filles francophones de 15 ans du Québec, à partir d’une analyse secondaire des données du PISA de 2003 et de 2012, et à étudier le lien négatif anxiété mathématique/performances en mathématiques, chez ces mêmes élèves. Cet objectif spécifique est traité dans le second article de la thèse, un article de nature empirique, qui prend appui sur les fondements méthodologiques proposés dans l’article 1. Le troisième objectif spécifique de notre recherche vise à identifier des facteurs qui permettent d’expliquer les écarts d’anxiété mathématique observés entre les garçons et les filles francophones du Québec et qui ont le potentiel de guider, à terme, la mise en œuvre d’interventions visant à réduire les écarts observés. Répondre à cet objectif spécifique fait l’objet du troisième article de la thèse. Cet article prend également appui sur les fondements méthodologiques exposés dans l’article 1. Des résultats issus de l’article 2, il ressort que : 1) en moyenne, les filles francophones de 15 ans du Québec font état d’un niveau d’anxiété mathématique statistiquement plus élevé que les garçons et 2) le lien entre l’anxiété mathématique et les performances en mathématiques est un lien négatif et équivalent entre les garçons et les filles francophones du Québec. Des résultats issus de l’article 3, il ressort que les écarts d’anxiété mathématique observés entre les filles et les garçons québécois francophones ayant participé au PISA de 203 et de 2012 pourraient s’expliquer par : 1) un concept de soi en mathématiques plus faible chez les filles et 2) un lien direct genre/anxiété mathématique. Des implications scientifiques et pratiques de ces résultats découlent des recommandations en vue de réduire les écarts d’anxiété mathématique observés entre les filles et les garçons francophones du Québec, de même que des avenues de recherche à explorer dans le futur. Ces recommandations et avenues de recherches sont présentées au terme de la thèse. / Performance in mathematics is linked to a number of issues in our society, both individual and societal. Even though Quebec students are doing very well internationally in mathematics, in large-scale educational assessments, gender-based analyses reveal disturbing gaps. Over the course of several cycles of these large-scale surveys, girls achieved statistically lower results than boys. Mathematics anxiety could at least partially explain the performance gaps observed between girls and boys (Stoet et al., 2016). Indeed, research conducted since the 1970s has shown that, in general, in adolescents and adults, girls tend to report greater anxiety about mathematics than boys (e.g.Else-Quest et al., 2010; Hyde et al., 1990; Stoet et al. 2016). Furthermore, in these same age groups, there is a negative linear correlation between individuals' level of anxiety in mathematics and their performance in mathematics (e.g.Hembree, 1990; Ma, 1999; Zhang et al., 2019). In 2003 and 2012, PISA turned its attention to mathematics anxiety. Indeed, since mathematics was the main domain of assessment in both surveys, mathematical anxiety was documented on these occasions, along with many other non-cognitive factors related to performance in the domain. The Canadian portrait, from both the 2003 and 2012 PISA surveys, supports and reinforces the idea that mathematics anxiety could explain, at least in part, the observed performance gaps between boys and girls in mathematics in Quebec. Given the absence of a Quebec portrait of the phenomenon, and wishing, in the long run, to provide levers for reducing the observed performance gaps between Quebec girls and boys, we state the general research objectives as follows: 1) quantify the gaps between girls and boys with respect to mathematics anxiety, 2) study the link between mathematics anxiety and mathematical performance, and finally 3) identify factors that may reduce the gaps observed in mathematical anxiety among 15-year-old French-speaking students in Québec, based on a secondary analysis of the 2003 and 2012 PISA data. 7 In order to meet this overall research objective, three specific research objectives are identified. Each of these is discussed in one of the three articles of the present thesis per article. The first specific objective of our research is to identify the methodological considerations inherent to the PISA data and to propose analytical techniques that will allow us to adequately address them. This specific objective is discussed in the first article, a methodology article. The second specific objective of our research is to quantify the differences in mathematical anxiety between 15-year-old French-speaking boys and girls in Quebec, based on a secondary analysis of the 2003 and 2012 PISA data, and to investigate the negative relation between mathematical anxiety and mathematical performance in these same students. This specific objective is discussed in the second article of the thesis, an empirical article, which is based on the methodological bases proposed in Article 1. The third specific objective of our research is to identify factors that contribute to explaining the differences observed in mathematical anxiety between French-speaking boys and girls in Quebec and have the potential to guide, over the long run, the implementation of interventions aimed at reducing the observed gaps. The third paper in the thesis focuses on this specific objective. This article is also based on the methodological bases set out in Article 1. The results of Article 2 show that: 1) on average, French-speaking 15-year-old girls in Quebec report a statistically higher level of mathematical anxiety than boys and 2) the relationship between mathematical anxiety and mathematical performance is negative and equivalent between French-speaking boys and girls in Quebec. From the results of Article 3, it appears that the differences in mathematical anxiety observed between Quebec French-speaking girls and boys who participated in PISA 2003 and 2012 can be explained by: 1) a lower perception of mathematical competence among girls and 2) a direct gender/mathematical anxiety link. The scientific and practical implications of these results lead to recommendations to reduce the differences observed in mathematical anxiety among French-speaking girls and boys in Quebec, as well as lines of future research. These recommendations and lines of research are presented at the end of the thesis.

Title: Working with text and development of reading knowledge in minorit groups Michal Vejlupek My diploma theme with title, Working with text and development of reading knowledge in minorit groups is about reading and reading literacy. It was concerned with the definition of these conceptions with an outline of its development. Described the historical evolution of the education methods of the first reading focused on understanding. From minority groups concentrates on Vietnamese ethnic group and on their day-to-day problems in Czech Republic emphasized on their different communication. Approaching issues of the children with different mother tongues and the education methods in Czech Republic related to this dissimilarity (OBL) which is at the beginning. In practice part of my diploma there is a research of differences between Vietnamese and Czech students. My results confirm no differences between them. Vietnamese children are worse than Czech in understanding but deficiency is low. Results of reading questionnaire show no big differences also.

This paper treats changes of the literacy concept. It presents five most important conceptual frameworks, such as literacy rate, functional literacy, Freirean framework, New literacy studies and literacies of information. Literacy can be defined as the ability to read and write, as a set of basic skills or as competencies. Because of OECD's influence, the functional literacy concept is the most powerful one. Literacy involves a continuum and is oriented mostly towards economical outputs. Influence of OECD is supported by the international surveys IALS, ALL, PIAAC, PISA and LAMP. The surveys TIMSS and PIRLS organized by IEA are influential as well. This paper summarizes the most important critical reviews to the OECD's methodology and to the interpretation of the results. It also comments current activities of OECD, UNESCO and European union. Based on the socio- cultural framework, it brings in several recommendations how states and organizations could approach literacy and its assessment. The paper relies on the documents of UNESCO, OECD, IEA, the World Bank, the European union and on the published works of foreign and local experts.

Studies have shown that creative mathematically founded reasoning (CMR) outperforms algorithmic reasoning (AR) in regards to retention and (re)construction of knowledge. This suggests that creativity should be encouraged in national high-school mathematics curricula. The aim of the present study is to compare how creativity is framed in different national high-school mathematics curricula, using the following definition: creativity is the characteristics of people, processes, and environments which lead to new and original products that are useful or otherwise attractive to an individual or a society. Utilizing content and discourse analysis, the present study thus contrasts how the high-school mathematics curricula of Singapore, Hong Kong, Sweden, and Norway handle and value creativity, and also examines which role creativity takes in each curricula. Findings suggest that Singapore’s curriculum emphasizes creativity the most, and frequently does so in relation to assessment. Hong Kong’s curriculum is found to emphasize creativity in diverse ways, often using words with connotations to playfulness. Analysis of Sweden’s curriculum indicates a relatively minute focus on creativity, tending to put it in a teacher-centered context. A feature of Norway’s curriculum is an increasing emphasis on creativity as courses approach tertiary education. This also suggests a rising value of creativity in its curriculum. A similar though not as pronounced trajectory is found also in Singapore’s curriculum. In the Asian and Norwegian curricula, creativity is expressed both as a means and an end, while in Sweden’s curriculum it is only seen as an end. The results are discussed in terms of potential reasons for the prominent national features, and the study also includes an evaluation of the aptness of the suggested definition of creativity, a review of the limitations of the study, as well as propositions for further research. Finally, two recommendations are given to the National Agency for Education in Sweden – Skolverket – based on the results of the study: 1) diversify the emphasis on creativity in the curriculum, and 2) ensure alignment between what teachers value and what Skolverket values with respect to creativity.