Bibliografia (listagem geral)

  1. Addey, C. (2018). Assembling literacy as global: The danger of a single story. In M. Milana, J. Holford, S. Webb, P. Jarvis, & R. Waller (Eds.), The Palgrave International Handbook of Adult and Lifelong Education and Learning (pp. 315-335). https://doi.org/10.1057/978-1-137-55783-4_17
  2. Addey, C., & Sellar, S. (2017) Why do countries participate in PISA? Understanding the role of international large-scale-assessments in global educational policy. In A. Verger, A. M. Novellin, & H. K. Altinyelken (Eds.), Global education policy and international development: New agendas, issues and policies (pp.97–118). London, Bloomsbury.
  3. Addey, C. & Sellar, S. (2019) Is it worth it? Rationales for (non)participation in international large-scale learning assessments. Paris: UNESCO.
  4. Addey, C., Sellar, S, Steiner-Khamsi, G., Lingard, B., & Verger, A.  (2017) The rise of international large-scale assessments and rationales for participation. Compare: A Journal of Comparative and International Education, 47(3), 1-19.
  5. Akyol, Ş. P., Krishna, K., & Wang, J. (2018). Taking PISA seriously: How accurate are low stakes exams? (Working Paper 24930). Retrieved from National Bureau of Economic Research website: https://www.nber.org/papers/w24930
  6. Alexander, R. (2012). Moral panic, miracle cures and educational policy: What can we really learn from international comparison? Scottish Educational Review, 44(1), 4-21.
  7. António, A. S., Estrela, E., Galego, C., & Teodoro, A. (Eds.). (2009). Educando o cidadão global: Globalização, educação e novos modos de governação. Lisboa: Edições Universitárias Lusófonas.
  8. António, A. S., & Teodoro, A. (2019). Critical discourse analysis: Between educational sciences and journalism. Fronteiras: Journal of Social, Technological and Environmental Science, 8 (1), 18-35.
  9. Aruguete, N. (2017). The agenda setting hypothesis in the new media environment. Comunicacion y Sociedad, 28(28), 35-58.
  10. Ávila, P. (2007). Os contextos da literacia: Percursos de vida, aprendizagem e competências-chave dos adultos pouco escolarizados. Sociologia: Revista da Faculdade de Letras da Universidade do Porto, 17(1), 307-337.
  11. Aydarova, E. (2020). Knowledge for the elites, competencies for the masses: Political theatre of educational reforms in the Russian Federation. Comparative Education, 57(1), 1-16. https://doi.org/10.1080/03050068.2020.1845060
  12. Baird, J-O, Johnson, S., Hopfenbeck, T. N., Isaacs, T., Sprague, T., Stobart, G., & Yu, G. (2016). On the supranational spell of PISA in policy. Educational Research, 58(2), 121-138.
  13. Baroutsis, A., & Lingard, B. (2017). Counting and comparing school performance: An analysis of media coverage of PISA in Australia, 2000-2014. Journal of Education Policy, 32(4), 432-449.
  14. Bart, D., & Daunay, B. (2016). Les blagues à PISA. Le discours sur l’école d’une institution international. Éditions du Croquant.
  15. Bart, D., & Daunay, B. (2018). Pode-se levar a sério o PISA? O tratamento do texto literário em uma avaliação internacional. Mercado das Letras
  16. Bart, D, Daunay, B., & Mhirsi, C. B. (2018). Les problèmes de traduction dans le PISA : Les limites de la standardisation des tests de compréhension. Lidil, 57, 1-18. Recuperado de http://journals.openedition.org/lidil/4936
  17. Bastin, G., & Tubaro, P. (2018). Le moment big data des sciences socialesRevue Française de Sociologie, 59(3), 375-394.
  18. Bauer, A., Sousa, S. M., Neto, J. L. H., Valle, R. C., & Pimenta, C. O. (2017). Iniciativas de avaliação do ensino fundamental em municípios brasileiros: Mapeamento e tendências. Revista Brasileira de Educação, 22(71), 1-19.
  19. Benavente, A., Rosa, A., Costa, A. F., & Ávila, P. (1996). A Literacia em Portugal: Resultados de uma pesquisa extensiva e monográfica. Lisboa: Fundação Calouste Gulbenkian.
  20. Bettencourt, A., Miguéns, M., & Ramalho, G. (Eds.). (2010). Impacto das avaliações internacionais nos sistemas educativos. Lisboa: Conselho Nacional de Educação.
  21. Bieber, T., & Martens, K. (2011). The OECD PISA study as a soft power in education? Lessons from Switzerland and the US. European Journal of Education, 46(1), 101-116.
  22. Borer, V. L., & Lawn, M. (2013). Governing education systems by shaping data: From the past to the present, from national to international perspectives. European Educational Research Journal12(1), 48-52. https://doi.org/10.2304/eerj.2013.12.1.48
  23. Bray, M., Adamson, B., & Mason, M. (Eds.). (2015). Pesquisa em educação comparada: Abordagens e métodos. Brasília: Liber Livro.
  24. Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance. Paris: OECD..
  25. Breakspear, S. (2014). How does PISA shape education policy making? Why how we measure learning determines what counts in education. Melbourne: Centre for Strategic Education.
  26. Carnoy, M. (2015). International test score comparisons and educational policy: A review of the critiques. Boulder: National Education Policy Center. Recuperado de https://nepc.colorado.edu/publication/international-test-scores
  27. Carnoy, M., Khavenson, T., Loyalka, P., Schmidt, W. H., & Zakharov, A. (2016). Revisiting the relationship between international assessment outcomes and educational production: Evidence from a longitudinal PISA-TIMSS sample. American Educational Research Journal, 53(4), 1054–1085. doi: 10.3102/0002831216653180
  28. Carvalho, L. M. (2012). The fabrications and travels of a knowledge-policy instrument. European Educational Research Journal11(2), 172-188. https://doi.org/10.2304/eerj.2012.11.2.172
  29. Carvalho, L. M., Costa, E., & Gonçalves, C. (2017). Fifteen years looking at the mirror: On the presence of PISA in education policy processes (Portugal, 2000-2016). European Journal of Education, 52(2), 154-166.
  30. Carvalho, L. M., Costa, E., & Sant’Ovaia, C. (2020). Depicting the faces of results-oriented regulatory processes in Portugal: National testing in policy texts. European Educational Research Journal19(2), 125-141. https://doi.org/10.1177/1474904119858799
  31. Carvalho, L. M., Viseu, S., & Gonçalves, C. (2019). Bridging worlds and spreading light: Intermediary actors and the translation of knowledge for policy in Portugal. In C. E. Mølstad, & D. Pettersson (Eds.), New practices of comparison, quantification and expertise in education: Conducting empirically based research (pp. 111–126). Routledge.
  32. Cercadillo, L., & Jiménez, J. V. (Eds.). (2019). PISA como evaluación educativa supranacional: Luces y sombras en equidad. Journal of Supranational Policies of Education, 9. http://dx.doi.org/10.15366/jospoe2019.9
  33. Clarke, M., & Luna-Bazaldua, D. (2021). Primer on large-scale assessments of educational achievement. The World Bank.
  34. Coleman, R., McCombs, M., Shaw, D., & Weaver, D. (2009). Agenda setting. In K. Wahl-Jorgensen, & T. Hanitzsch (Eds.), The handbook of journalism studies (pp. 167-180). New York:  Routledge.
  35. Conceição, C.P., Ávila, P.  Coelho, A. R., & Costa, A. F. (2019). European action plans for science–society relations: Changing buzzwords, changing the agenda. Minerva, 1-24. doi: https://doi.org/10.1007/s11024-019-09380-7
  36. ⌊CNE⌋ Conselho Nacional de Educação. (2013). Avaliações internacionais e desempenho dos alunos portugueses. Lisboa: Conselho Nacional de Educação.
  37. Coe, K., & Kuttner, P. J. (2018). Education coverage in television news: A typology and analysis of 35 years of topics. AERA Open, (4)1, 1-13.
  38. Crato, N. (2020). Curriculum and educational reforms in Portugal: An analysis on why and how students’ knowledge and skills improved. In F. M. Reimers (Ed.), Audacious education purposes (pp. 209-231).  https://link.springer.com/content/pdf/10.1007%2F978-3-030-41882-3_8.pdf
  39. Crato, N. (Ed.) . (2021).  Improving a country’s education, PISA 2018 results in 10 countries. Cham: Springer. https://doi.org/10.1007/978-3-030-59031-4
  40. Daniel, B. K. (2019). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology, 50(1), 101–113.
  41. Delgado-Martins, M. R., Ramalho, G., & Costa, A. (Eds.). (2000). Literacia e sociedade: Contribuições pluridisciplinares. Lisboa: Caminho.
  42. Dixon, R., Arndt, C., Mullers, M., Vakkuri, J., Engblom-Pelkkala, K., & Hooda, C. (2013).  A lever for improvement or a magnet for blame? Press and political responses to international educational rankings in four EU countries. Public Administration, 91(2), 484-505.
  43. Elfert, M. (2019). The OECD, American power and the rise of the “economics of education” in the 1960s. In C. Ydesen (Ed.), The OECD’s historical rise in education. The formation of a global governing complex (pp.39-61). https://link.springer.com/chapter/10.1007/978-3-030-33799-5_3
  44. El Masri, Y. H., Baird, J.-A., & Graesser, A. (2016).  Language effects in international testing: The case of PISA 2006 science items. Assessment in Education: Principles, Policy & Practice, 23(4), 427-455.
  45. Estrela, E. (2012). From prescribed to narrative curriculum – An attempt to understand educational change in Portugal. In H. Cuadra-Montiel (Ed.), Globalization Education and Management Agendas (pp. 109-150). London: IntechOpen.
  46. Estrela, E. (2018). The knowledge of policies: The personal dimension in curriculum policies in Portugal. British Journal of Educational Studies. doi: 10.1080/00071005.2018.1444730
  47. Estrela, E. (2019). The two faces of the same coin: National and individual refraction in curriculum policies in Portugal. In G. McCulloch, I. Goodson, & M. G. Delgado (Eds.), Transnational Perspectives on Curriculum History. Abingdon: Routledge.
  48. Fadel, C., Bialik, M., & Trilling, B. (2015). Educação em quatro dimensões: As competências que os estudantes devem ter para atingir o sucesso. Boston: Center for Curriculum Redesign.
  49. Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.
  50. Félix, P., Perdigão, P., & Lourenço, V. (2020). Desempenho e equidade: Uma análise comparada a partir dos estudos internacionais TIMSS e PIRLS. Lisboa. Conselho Nacional de Educação.
  51. Fernandes, D., Neves, C., Tinoca, L., Viseu, S., & Henriques, S. (2019). Políticas educativas e desempenho de Portugal no PISA (2000-2015). Lisboa: Instituto de Educação.
  52. Ferreira, A., Flores, I., & Casas-Novas, T. (2017). Introdução ao estudo – Porque melhoraram os resultados PISA em Portugal? Estudo longitudinal e comparado (2000-2015). Lisboa: Fundação Francisco Manuel dos Santos.
  53. Figazzolo, L. (2009). Impact of PISA 2006 on the education policy debate (Working Paper). Recuperado de https://catalog.ihsn.org/index.php/citations/48055
  54. Fladmoe, A. (2011). Education in the news and in the mind. PISA, news media and public opinion in Norway, Sweden and Finland. Nordicom Review, 32(2), 99-116.
  55. Freitas, R. G., Chaves, V. L., & Nozaki, H. T. (2019). Marginalisation in education systems: The Programme for International Student Assessment (PISA) and the failure discourse around the Italian education system. Education Policy Analysis Archives, 27(127).
  56. Froese-Germain, B. (2010). The OECD, PISA and the impacts on educational policy.  Canadian Teachers’ Federation.
  57. Fuller, K., & Stevenson, H. (2019) Global education reform: Understanding the movement. Educational Review, 71(1), 1-4.
  58. Galego, C., Ricardo, M. M. C., & Teodoro, A. (Ed.). (2018). A educação comparada para além dos números: Contextos locais, realidades nacionais e processos transnacionais. Lisboa: Edições Lusófonas.
  59. Gardinier, M. (2017). Looking back toward the future: Reflecting on the OECD’s global educational influence. In A. W. Wiseman, & C. S. Taylor (Eds.), International Perspectives on Education and Society Series (pp.247-269). Bingley: Emerald Publishing Limited.
  60. Gorur, R. (2016). Seeing like PISA: A cautionary tale about the performativity of international assessments. European Educational Research Journal15(5), 598-616. https://doi.org/10.1177/1474904116658299
  61. Gorur, R., Sørensen, E, &  Maddox, B. (2019). Standardizing the context and contextualizing the standard: Translating PISA into PISA-D. In M. J. Prutsch (Ed.), Science, numbers and politics (pp. 301-329). Cham: Springer Nature.
  62. Grek, S. (2008). PISA in the British media: Tower or robust testing tool? CES Briefing, 45. Recuperado de http://www.ces.ed.ac.uk/PDF%20Files/Brief045.pdf
  63. Grek, S. (2010). International organisations and the shared construction of policy ‘problems’: Problematisation and change in education governance in Europe. European Educational Research Journal9(3), 396-406. https://doi.org/10.2304/eerj.2010.9.3.396
  64. Grek, S. (2012). What PISA knows and can do: Studying the role of national actors in the making of PISA. European Educational Research Journal11(2), 243-254. https://doi.org/10.2304/eerj.2012.11.2.243
  65. Grek, S., Lawn, M., & Ozga, J. (2009). O PISA e o debate das políticas na Escócia: As narrativas políticas sobre a participação escocesa na comparação internacional. Sísifo. Revista de Ciências da Educação, 10, 75-86.
  66. Hanushek, E. A., & Woessmann, L. (2020). A quantitative look at the economic impact of the European Union’s educational goals. Education Economics, 28(3), 225-244.
  67. Harju-Luukkainen, H., McElvany, N., & Stang, J. (Eds.) . (2020). Monitoring student achievement in the 21st Century. European policy perspectives and assessment strategies. Cham: Springer.
  68. Hopfenbeck, T. N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J. & Baird, J.-O. (2018).  Lessons learned from PISA: A systematic review of peer- reviewed articles on the programme for International Student AssessmentScandinavian Journal of Educational Research, 62(3), 333-353.
  69. Hopmann, S. T., & Brinek, G. (2007). Introduction: PISA according to PISA – Does PISA keep what it promises? In S. T. Hopmann, G. Brinek, & Martin Retzl (Eds.), PISA zufolge PISA – PISA according to PISA (pp. 9-20). Berlin: Lit Verlag.
  70. Hypolito, A. M., & Jorge, T. (2020). OCDE, PISA e avaliação em larga escala no Brasil: Algumas implicações. Sisyphus – Journal of Education, 8(1), 10-27.
  71. Jerrim, J., Lopez-Agudo, L. A., Marcenaro-Gutierrez, O. D., & Shure, N. (2017).  What happens when econometrics and psychometrics collide? An example using the PISA data. Economics of Education Review, 61, 51-58.
  72. Jerrim, J., & Mossa, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, (45)1, 181–200. doi: 10.1002/be February 2019rj.3498
  73. Justino, D., & Almeida, S. (2017). International assessment, curriculum policy induction and instruction time management: Lessons from Portuguese experience. European Journal of Curriculum Studies, 4(2), 671-691.
  74. Kadushin, C. (1968). Power, influence and social circles: A new methodology for studying opinion makers. American Sociological Review, 33(5), 685-69
  75. Kankaraš, M., & Moors, G. (2014). Analysis of cross-cultural comparability of PISA 2009 scores. Journal of Cross-Cultural Psychology, 45, 381-399. doi:10.1177/0022022113511297.
  76. Kevin, C., & Kuttner, P. J. (2018). Education coverage in television news: A typology and analysis of 35 Years of topics. AERA Open, 4(1), 1-13.
  77. Komatsu, H. &  Rappleye. J. (2017) A new global policy regime founded on invalid statistics? Hanushek, Woessmann, PISA, and economic growth. Comparative Education, 53(2), 166-191. doi: 10.1080/03050068.2017.1300008
  78. Koretz, D. M. (2017). The testing charade: Pretending to make schools better. Chicago: The University of Chicago Press.
  79. Labaree, D. (2014). Let’s measure what no one teaches: PISA, NCLB, and the shrinking aims of education. Teachers College Record, 116(9).
  80. Leimgruber, M., & Schmelzer, M. (Eds.).(2017). The OECD and the international political economy since 1948. Cham: Palgrave.
  81. Lindblad, S., Pettersson, D., & Popkewitz, T. (2015). International comparisons of school results: A systematic review of research on large scale assessments in education. Swedish Research Council.
  82. Lopes, P., Costa, P., Araújo, L. & Ávila, P. (2018). Measuring media and information literacy skills: Construction of a test. Communications, 43(4), 508-534
  83. López, A., Llavador, J., & Teodoro, A. (2017). La medida de la calidad educativa: Acerca de los rankings universitários. Revista de la Asociación de Sociología de la Educación, (10)2, 283-300.
  84. Lourenço, V., Duarte, A., Nunes, A., Amaral, A., Gonçalves, C., Mota, M., & Mendes, R. (2019). PISA 2018 – Portugal. Relatório Nacional. Lisboa: IAVE.
  85. McCombs, M. (2005). A look at agenda-setting: Past, present and future. Journalism Studies, 6(4), 543-557. https://doi.org/10.1080/14616700500250438
  86. Meyer, H.-D. & Benavot, A. (Eds.). (2013). PISA, power and policy. The emergence of global education governance. Oxford: Symposium Books.
  87. Morgan, C. (2011). Constructing the OECD PISA. In M. Pereya (Ed.), PISA under examination: Changing knowledge, changing tests, and changing schools (pp. 1-14). Rotterdam: Sense Publishers.
  88. Moss, P., & Urban, M. (2020). The organisation for economic co-operation and development’s international early learning and child well-being study: The scores are in! Contemporary Issues in Early Childhood21(2), 165-171. https://doi.org/10.1177/1463949120929466
  89. Mundy, K., Green, A., Lingard, B., & Verger, A. (Eds.). (2016). The handbook of global education policy. Oxford: John Wiley & Sons.
  90. OECD. (2016). PISA 2015 results: Excellence and equity in education (vol. 1). Paris: OECD Publishing.
  91. OECD. (2018). Equity in education: Breaking down barriers to social mobility. Paris: OECD Publishing.
  92. OECD. (2020). Education policy outlook. Portugal. Paris: OECD Publishing.
  93. Pereyra, M. P.,  Kotthoff, H.-G., & Robert Cowen, R. (Eds.). (2011). PISA under examination. Changing knowledge, changing tests, and changing schools. Rotterdam: Sense Publishers.
  94. Rappleye, J., & Komatsu, H. (2019). Is knowledge capital theory degenerate? PIAAC, PISA, and economic growth. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2019.1612233
  95. Robert, A. D., & Seguy, J.-Y. (2015). Les syndicats enseignants et PISA: Entre réserves et usages choisis. Administration & Éducation, 145, 77-83.
  96. Robertson, S. L. & Dale, R. (2008). Researching education in a globalising era: Beyond methodological nationalism, methodological statism, methodological educationism and spatial fetishism. in J. Resnik (Ed.), The production of educational knowledge in the global era (19-32). Rotterdam: Sense Publications.
  97. Sánchez-Lissen, E. (2020). La influencia de las evaluaciones internacionales sobre las políticas educativas: Una mirada a la educación en europa desde PISA.  Laplage em Revista, 6(2), 19-36.
  98. Santos, A. A., Neto, J. L. H., & Junqueira, R. D. (2017). Sistema nacional de avaliação da educação básica (Sinaeb). Proposta para atender ao disposto no Plano Nacional de Educação. Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira.
  99. Schleicher, A. (2012). Utilizem os dados para contruir escolas melhores [Vídeo]. Recuperado de https://www.ted.com/talks/andreas_schleicher_use_data_to_build_better_schools?language=pt#t-751
  100. Schleicher, A. (2018). World class: How to build a 21st-century school system. Paris: OECD Publishing.
  101. Sellar, S., Thompson, G., & Rutkowski, D. (2017). The global education race: Taking the measure of PISA and international testing. Edmonton: Brush Education Inc.
  102. Sim-Sim, I. ( 2002, maio ). Por outro lado II: Entrevista a Inês Sim-Sim (A. S. Dias, entrevistadora) [Programa televisivo]. Recuperado de  https://arquivos.rtp.pt/conteudos/ines-sim-sim/
  103. Singer, J. D., & Braun, H. I. (2018). Testing international education assessments.  Rankings get headlines, but often mislead. Science, 360(6384), 38-40. doi: 10.1126/science.aar4952
  104. Singer, J. D., Braun, H. I., & Chudowsky, N. (2018). International education assessments: Cautions, conundrums, and common sense. Washington: National Academy of Education.
  105. Sjøberg, S. (2015). PISA and global educational governance – A critique of the project, its uses and implications. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 111-127.
  106. Sjøberg, S. (2018). The power and paradoxes of PISA: Should inquiry-based science education be sacrificed to climb on the rankings? Nordina, 14(2), 186-202.
  107. Soares, M.  (2016). Alfabetização: A questão dos métodos. São Paulo: Contexto.
  108. Sorensen, T. B., & Robertson, S. (2020). Ordinalization and the OECD’s governance of teachers. Comparative Education Review, 64(1), 21-45.
  109. Sousa, D., Grey, S., & Oxley, L. (2019). Comparative international testing of early childhood education: The democratic deficit and the case of Portugal. Policy Futures in Education, 17(1), 41-58. doi:10.1177/1478210318818002
  110. Spampinato, M. (2019). Placing literacy in cultural contexts: To what extent do sub-national differences in OECD PISA literacy scores reflect cultural heterogeneity in cognition and motivation? In L. Palmerio, & E. Caponera (Eds.), Le indagini internazionali OCSE e IEA del 2015. Contributi di approfondimento (pp.87-128). Milano: Franco Angeli.
  111. Takayama, K. (2018). How to mess with PISA: Learning from Japanese kokugo curriculum experts. Curriculum Inquiry, 48(2), 220-237.
  112. Teodoro, A. (2001).  Organizações internacionais e políticas educativas nacionais: A emergência de novas formas de regulação transnacional ou uma globalização de baixa intensidade.  In  S. Stoer, L. Cortesão, & J. A. Correia (Eds.),  Crise da educação à “educação” da crise: Educação e a transnacionalização dos mecanismos de regulação social (pp. 125 – 161). Porto: Edições Afrontamento.
  113. Teodoro, A. (2003). Globalização e educação:  Políticas educacionais e novos modos de governação. São Paulo: Cortez Editora.
  114. Teodoro, A. (2007). Nouvelles modalités de régulation transnationale des politiques éducatives. Évidences et possibilités. Carrefours de l’Éducation, 2(24), 201-215.
  115. Teodoro, A. (2013). The political construction of European education space . In R. F. Arnove, C. A. Torres, & S. Franz (Eds.), Comparative education. The dialectic of the global and the local (pp. 445 – 457). New York & Plimouth: Rowman & Littlefield.
  116. Teodoro, A. (2015). A construção da educação mundial ou o lugar da Educação Comparada no estudo das políticas (e práticas) de educação. Revista Brasileira de Pós-Graduação, (12)29, 859-877.
  117. Teodoro, A. (2016). Governando por números: Os grandes inquéritos estatísticos internacionais e a construção de uma agenda global nas políticas de educação. Em Aberto, (29)96, 41-52.
  118. Teodoro, A. (2019). The end of isolationism: examining the OECD influence in Portuguese education policies, 1955–1974. Paedagogica Historica. doi : 10.1080/00309230.2019.1606022
  119. Teodoro, A. (2020). Contesting the global development of sustainable and inclusive education. Education reform and the challenges of neoliberal globalization. Abingdon: Routledge.
  120. Teodoro, A. , & Aníbal, G. (2008). A educação em tempos de globalização. Modernização e hibridismo nas políticas educativas em Portugal. Revista Iberoamericana de Educación, 48, 73-91.
  121. Teodoro, A., & Estrela, E. (2010). Curriculum policy in Portugal (1995-2007): Global agendas and regional and national reconfigurations. Journal of Curriculum Studies, 42, 5, 621-647.
  122. Teodoro, A., & Guilherme, M. (Eds.). (2014). European and Latin American higher education between mirrors. Conceptual frameworks and policies of equity and social cohesion. Rotherdam & Boston: Sense Publishers.
  123. Teodoro, A., & Panait, O. M. (2017). Vers l’analyse des résistances aux normes éducatives issues de la globalisationÉducation et Socétés – Revue Internationale de Sociologie de l’Éducation, 39, 5-18.
  124. Teodoro, A., & Torres, C. A. (Eds.) (2005). Educação crítica e utopia. Perspectivas para o século XXI. São Paulo: Cortez Editora.
  125. Thompson, G., Savage, G. C., & Lingard, B. (2016). Think tanks, edu-businesses and education policy: Issues of evidence, expertise and influence. Introduction. Australian Educational Researcher, 43(1), 1-13.
  126. Torres, C. A. (2018). Carlos Alberto Torres em entrevista: Da educação comparada aos planos futuros de um “intelectual do mundo” [Entrevista realizada por R. M. Lopes, C. F. Silva, & M. G. Alves]. Educação, 41(3), 411-417.
  127. Tröhler, D. (2014). Change management in the governance of schooling: the rise of experts, planners, and statistics in the early OECD. Teachers College Record, 116, 1-26.
  128. Unesco. (2019). A promessa das avaliações de aprendizagem em larga escala: Reconhecer os limites para desbloquear oportunidades. Unesco.
  129. Wagemaker, H. (Ed.). (2020). Reliability and validity of International Large-Scale Assessment. Understanding IEA’s comparative studies of student achievement. Hamburg: IEA Research for Education,  SpringerLink.
  130. Van Dijk, T. A. (2015). Critical discourse analysis. In D. Tannen, H. E. Hamilton, & D. Schiffrin (Eds.), The handbook of discourse analysis (2.ª ed, pp.466-485). Chichester: John Wiley & Sons. https://doi.org/10.1002/9781118584194.ch22
  131. Verger, A., Fontdevila, C., & Parcerisa, L. (2019a). Reforming governance through policy instruments: How and to what extent standards, tests and accountability in education spread worldwideDiscourse: Studies in the Cultural Politics of Education40(2), 248-270. doi: 10.1080/01596306.2019.1569882
  132. Verger, A., Fontdevila, C., & Parcerisa, L. (2019b). The growth and spread of large-scale assessments and test-based accountabilities: A political sociology of global education reformsEducational Review71(1), 5-30.
  133. Verger, A., Fontdevila, C., & Zancajo, A. (2016). The privatization of education : A political economy of global education reform. New York: Teachers College Press.
  134. Verger, A., & Parcerisa, L. (2018). Globalización, rendición de cuentas y gobernanza educativa: Análisis de un fenómeno en expansión. Con-Ciencia Social (segunda época), 1, 59-73.
  135. Villani, M., & Oliveira, D. A. (2018). Avaliação nacional e internacional no Brasil: Os vínculos entre o PISA e o IDEB. Educação & Realidade, 43(4), 1343-1362.
  136. Volante, L. (2017). The PISA effect on global educational governance. New York: Routledge.
  137. Wahl-Jorgensen, K., & Hanitzsch, T. (Eds.). (2009). The handbook of journalism studies. Abingdon: Routledge.
  138. Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory, and methodology. In R. Wodak, & M. Meyer (Eds.), Methods for Critical Discourse Analysis (pp. 1-33). London: Sage.
  139. Wuttke, J. (2007). Uncertainties and bias in PISA. In S. T. Hopmann, G. Brinek, & M. Retzl (Eds.), PISA zufolge PISA . PISA according to PISA  (pp. 241-264). Wien: Lit-Verlag.
  140. Xiaomin, L., & Auld, E. (2020). A historical perspective on the OECD’s “humanitarian turn”: PISA for Development and the Learning Framework 2030. Comparative Education. doi: 10.1080/03050068.2020.1781397
  141. Zhao, Y. (2020). Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change. https://link.springer.com/article/10.1007%2Fs10833-019-09367-x