The Program for International Student Assessment (PISA) is an international achievement measure that assesses 15-year-old student performance in the areas of reading, mathematics, and science literacy in over 70 countries and economies triennially. By presenting an in-depth examination of PISA's role in education governance and policy discourses, this book provides the reader with a critical analysis of the educational change process within our increasingly global educational policy environment. Exploring the prominent sociopolitical drivers of large-scale educational reform across the globe, chapter authors examine PISA's national and global implications from a diverse range of regional contexts. Through the presentation of crossdisciplinary viewpoints and topical issues related to the PISA international survey, this volume explains the degree to which PISA-focused research is linked to national educational policy discourses and international education agendas. The book is divided into 4 parts. Part I, Introduction, contains the following chapters: (1) PISA, Policy, and Global Educational Governance (Louis Volante and Xavier Fazio). Part II: Conceptual and Methodological Issues, contains the following chapters: (2) Problematizing the Expansion of PISA's Explanatory Power (Clara Morgan); (3) The Dialectical Impact of PISA on International Educational Discourse and National Education Reform (Alexander W. Wiseman and Budi Waluyo); and (4) Measurement and Evaluation Issues with PISA (Harvey Goldstein). Part III: Topical Issues within National and Transnational Contexts contains: (5) Shanghai-China and the Emergence of a Global Reference Society (Charlene Tan and Vicente Chua Reyes, Jr.); (6) Regional Ethnic Diversity, School Ethnic Diversity, and PISA Performance across Europe (Sjaak Braster and Jaap Dronkers); (7) Socioeconomic Segregation in Secondary Schools: Evidence from Across the UK (John Jerrim, Nikki Shure, Rodrigo Torres, & Gabriel Gutiérrez); (8) Policy Implications of PISA in Germany: The Case of Teacher Education (Christine Sälzer and Manfred Prenzel); (9) The Role of PISA in Regional and Private/Public Debates in Italy (Daniele Checchi and Stefano Verzillo); (10) PISA, Policy, and Strategic Planning in Federal Switzerland (Jeanine Füeg, Vera Husfeldt, and Claudia Zahner Rossier); (11) The Use and Misuse of PISA Results in Poland (Maciej Jakubowski); (12) Using PISA to Monitor Trends and Evaluate Reforms in Australia (Geoff N. Masters); (13) A Vernacular Response: The Impact of PISA and the OECD on New Zealand Education (Martin Thrupp); (14) Disconnected Expectations? Labor Market Skill Content and Self-Expected Occupations of PISA 2015 Test Takers (Javier Luque). Part IV: Conclusion, contains: (15) PISA and the Future of Global Educational Governance (Sylke Viola Schnepf and Louis Volante).