Textbook approval systems and the Program for International Assessment (PISA) results: A preliminary analysis

Authors

  • Hendrianne J. Wilkens Utrecht University

DOI:

https://doi.org/10.21344/iartem.v4i2.777

Keywords:

Textbooks, Textbook approval, approval systems, PISA, state influence on textbook systems, educational resources

Abstract

This paper examines the textbook approval systems of various countries in relation to educational outcomes. This investigation is based on research in the Netherlands that aimed to gain an overview of textbook approval systems in use across the world.
The study also looked at the Program for International Assessment PISA results, in order to determine which countries have high and low PISA results. The researchers also sought to determine whether there was a relationship between state influence, as reflected and formalised in textbook approval systems, and student achievement educational outcomes.
It is hoped this investigation will be a starting point for ongoing discussion about the usefulness of comparing textbook approval systems, and the possible relationships between national approval systems and educational outcomes.

Author Biography

Hendrianne J. Wilkens, Utrecht University

Hendrianne Wilkens is senior researcher and consultant at CLU, Centre for Textbook Development and Evaluation, Utrecht University. She does research and gives training courses in aspects of quality of textbooks. She is also responsible for coaching students who are doing their master thesis on these aspects. Hendrianne has been for 20 years a former teacher in primary education.

Contact address:
Hendrianne Wilkens
CLU. Utrecht University
Heidelberglaan 2
3584 CS Utrecht
mail: h.wilkens@clu.nl

Published

2012-02-22

How to Cite

Wilkens, H. J. (2012). Textbook approval systems and the Program for International Assessment (PISA) results: A preliminary analysis. IARTEM E-Journal, 4(2), 63-74. https://doi.org/10.21344/iartem.v4i2.777

Issue

Section

Articles