Florian Waldow
Biographic Data
| ID | 4085329 |
|---|---|
| NAME | Florian Waldow |
| GIVEN NAMES | Florian |
| FAMILY NAME | Waldow |
| SIGNATURE | WALDOW F |
| AFFILIATIONS | Humboldt-Universität zu Berlin |
| ORCID | 0000-0003-2676-8424 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
International Large-Scale Assessments (Ilsas): What have they done for education
For over two centuries, education scholars and policy communities have sought to measure and compare education. However, it is only in recent decades that comparative measurements of learning began rising to prominence above all other educational data. Comparative learning measures are now so established that gathering comparative learning data has become an educational purpose in itself. This Commentary Paper provides a timely critical reflectio…
Why and how they listen: On the (im)possibility of inclusion in the global governance of education
Fragile Legitimacy: Exclusive Boarding Schools Between the Meritocratic Norm and Their Clientele’s Desire for a Competitive Advantage
Exclusive boarding schools in social environments where the meritocratic norm is prevalent are faced with a tension between parents’ desire to give their children a head start in the competition for educational qualifications, social prestige and jobs on the one hand and the powerful social norm of advancement by merit under conditions of “equal opportunity” on the other. This article looks at how two exclusive boarding schools, Eton College in E…
Pisa for scandalisation, Pisa for projection: The use of international large-scale assessments in education policy making – an introduction
The introductory article of the GSE special issue ‘PISA for scandalization, PISA for projection: the use of international large-scale assessments in education policy making’ contextualises the four articles of the special issue in the broader context of comparative policy studies in education. It reflects in particular on the question of why cross-national comparison is relevant for the study of ILSA (international large-scale assessment) policy …
Projecting images of the ‘good’ and the ‘bad school’: Top scorers in educational large-scale assessments as reference societies
Researchers interested in the global flow of educational ideas and programmes have long been interested in the role of so-called ‘reference societies’. The article investigates how top scorers in large-scale assessments are framed as positive or negative reference societies in the education policy-making debate in German mass media and which functions they fulfil. Top scores in large-scale assessments do not automatically promote a country to the…
Rethinking the pattern of external policy referencing: Media discourses over the ‘Asian Tigers’’ Pisa success in Australia, Germany and South Korea
The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globall…
Pisa under examination: Changing knowledge, changing tests, and changing schools
More than a decade after the OECD published the first round of results of its PISA study, PISA continues to capture the imagination of educational researchers. Interest in PISA is not confined to t
World Yearbook of Education 2012
Undeclared imports: Silent borrowing in educational policy‐making and research in Sweden
Research on educational policy borrowing has mostly focused on explicit transfer processes, often highlighting how explicit reference to the international has served legitimatory purposes in the borrowing country. In contrast, this paper focuses on ‘silent’ borrowing, i.e. non‐acknowledged processes of policy transfer. The paper argues that keeping processes of policy transfer ‘silent’ can also follow a logic of legitimation, depending on which p…
Standardisation and ‘quick languages’: The shape‐shifting of standardised measurement of pupil achievement in Sweden and Germany
The article discusses the entry of standardised measurement into the educational systems of Sweden and Germany and the processes of shape‐shifting associated with this process. In the first part of the article, we investigate how standardised measurement challenged existing ways of conceiving education in Sweden and Germany during the first half of the twentieth century, leading to the introduction of a system of national tests in Sweden, but not…
Varia: Die merkwürdige Ehe zwischen technokratischer Bildungsreform und emphatischer Reformpädagogik
Rethinking the pattern of external policy referencing: Media discourses over the ‘Asian Tigers’’ Pisa success in Australia, Germany and South Korea
The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globall…
Undeclared imports: Silent borrowing in educational policy‐making and research in Sweden
Research on educational policy borrowing has mostly focused on explicit transfer processes, often highlighting how explicit reference to the international has served legitimatory purposes in the borrowing country. In contrast, this paper focuses on ‘silent’ borrowing, i.e. non‐acknowledged processes of policy transfer. The paper argues that keeping processes of policy transfer ‘silent’ can also follow a logic of legitimation, depending on which p…
Projecting images of the ‘good’ and the ‘bad school’: Top scorers in educational large-scale assessments as reference societies
Researchers interested in the global flow of educational ideas and programmes have long been interested in the role of so-called ‘reference societies’. The article investigates how top scorers in large-scale assessments are framed as positive or negative reference societies in the education policy-making debate in German mass media and which functions they fulfil. Top scores in large-scale assessments do not automatically promote a country to the…
Pisa for scandalisation, Pisa for projection: The use of international large-scale assessments in education policy making – an introduction
The introductory article of the GSE special issue ‘PISA for scandalization, PISA for projection: the use of international large-scale assessments in education policy making’ contextualises the four articles of the special issue in the broader context of comparative policy studies in education. It reflects in particular on the question of why cross-national comparison is relevant for the study of ILSA (international large-scale assessment) policy …
Standardisation and ‘quick languages’: The shape‐shifting of standardised measurement of pupil achievement in Sweden and Germany
The article discusses the entry of standardised measurement into the educational systems of Sweden and Germany and the processes of shape‐shifting associated with this process. In the first part of the article, we investigate how standardised measurement challenged existing ways of conceiving education in Sweden and Germany during the first half of the twentieth century, leading to the introduction of a system of national tests in Sweden, but not…
Varia: Die merkwürdige Ehe zwischen technokratischer Bildungsreform und emphatischer Reformpädagogik
Undeclared imports: Silent borrowing in educational policy‐making and research in Sweden
Research on educational policy borrowing has mostly focused on explicit transfer processes, often highlighting how explicit reference to the international has served legitimatory purposes in the borrowing country. In contrast, this paper focuses on ‘silent’ borrowing, i.e. non‐acknowledged processes of policy transfer. The paper argues that keeping processes of policy transfer ‘silent’ can also follow a logic of legitimation, depending on which p…
Standardisation and ‘quick languages’: The shape‐shifting of standardised measurement of pupil achievement in Sweden and Germany
The article discusses the entry of standardised measurement into the educational systems of Sweden and Germany and the processes of shape‐shifting associated with this process. In the first part of the article, we investigate how standardised measurement challenged existing ways of conceiving education in Sweden and Germany during the first half of the twentieth century, leading to the introduction of a system of national tests in Sweden, but not…
World Yearbook of Education 2012
Pisa under examination: Changing knowledge, changing tests, and changing schools
More than a decade after the OECD published the first round of results of its PISA study, PISA continues to capture the imagination of educational researchers. Interest in PISA is not confined to t
Rethinking the pattern of external policy referencing: Media discourses over the ‘Asian Tigers’’ Pisa success in Australia, Germany and South Korea
The article compares how the success of the ‘Asian Tiger’ countries in PISA, especially PISA 2009, was depicted in the media discussion in Australia, Germany and South Korea. It argues that even in the times of today's ‘globalised education policy field’, local factors are important in determining whether or not a country becomes a reference society for educational reform. The article aims to uncover some of these factors, identifying the globall…
Projecting images of the ‘good’ and the ‘bad school’: Top scorers in educational large-scale assessments as reference societies
Researchers interested in the global flow of educational ideas and programmes have long been interested in the role of so-called ‘reference societies’. The article investigates how top scorers in large-scale assessments are framed as positive or negative reference societies in the education policy-making debate in German mass media and which functions they fulfil. Top scores in large-scale assessments do not automatically promote a country to the…
Pisa for scandalisation, Pisa for projection: The use of international large-scale assessments in education policy making – an introduction
The introductory article of the GSE special issue ‘PISA for scandalization, PISA for projection: the use of international large-scale assessments in education policy making’ contextualises the four articles of the special issue in the broader context of comparative policy studies in education. It reflects in particular on the question of why cross-national comparison is relevant for the study of ILSA (international large-scale assessment) policy …
Fragile Legitimacy: Exclusive Boarding Schools Between the Meritocratic Norm and Their Clientele’s Desire for a Competitive Advantage
Exclusive boarding schools in social environments where the meritocratic norm is prevalent are faced with a tension between parents’ desire to give their children a head start in the competition for educational qualifications, social prestige and jobs on the one hand and the powerful social norm of advancement by merit under conditions of “equal opportunity” on the other. This article looks at how two exclusive boarding schools, Eton College in E…
Why and how they listen: On the (im)possibility of inclusion in the global governance of education
International Large-Scale Assessments (Ilsas): What have they done for education
For over two centuries, education scholars and policy communities have sought to measure and compare education. However, it is only in recent decades that comparative measurements of learning began rising to prominence above all other educational data. Comparative learning measures are now so established that gathering comparative learning data has become an educational purpose in itself. This Commentary Paper provides a timely critical reflectio…
Global Educational Policies and Reforms (8 works) · Political science (8 works) · Sociology (7 works) · Global Education and Multiculturalism (5 works) · Economic growth (3 works) · Economics (3 works) · Educator Training and Historical Pedagogy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Cartography (2 works)