{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,14]],"date-time":"2026-02-14T12:22:15Z","timestamp":1771071735225,"version":"3.50.1"},"reference-count":76,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2023,8,27]],"date-time":"2023-08-27T00:00:00Z","timestamp":1693094400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>The OECD\u2019s education agenda has been marked since the 1990s by monitoring quality and manufacturing problems and solutions for the so-called knowledge economy. Among the instruments used by the OECD is \u201cPISA for Schools\u201d (Pisa-S), an assessment applied directly to schools worldwide since 2011. In Portugal, it was implemented in 2019 under the designation of \u201cPISA for schools in the municipalities\u201d (PISA-M), claiming to create opportunities for collaborative work between schools to promote the success of local educational policies and the quality of student learning. Taking PISA-M as a policy instrument and building on Coburn problem-framing typology, in this article, the revision of PISA-S to PISA-M is reread to analyze the regulatory rationale for the educational system that PISA-M encodes. This research draws on data from OECD PISA\/PISA-S\/PISA-M websites and two public hearings with the Portuguese PISA-M coordination in the Portuguese parliament and with education unionists, and in existing research relating to PISA-S. Overall, PISA-M appears to be an instrument to reframe local school governance and teacher professional development practices by capturing problematizations and solutions raised on education, teachers\u2019 development, and how school education should be ordered and coordinated at a municipal scale.<\/jats:p>","DOI":"10.3390\/educsci13090873","type":"journal-article","created":{"date-parts":[[2023,8,28]],"date-time":"2023-08-28T06:57:35Z","timestamp":1693205855000},"page":"873","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Framing School Governance and Teacher Professional Development Using Global Standardized School Assessments"],"prefix":"10.3390","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1525-3433","authenticated-orcid":false,"given":"Estela","family":"Costa","sequence":"first","affiliation":[{"name":"Education and Training Research and Development Unit, Institute of Education, University of Lisbon, 1649-013 Lisboa, Portugal"}]},{"given":"Lu\u00eds Miguel","family":"Carvalho","sequence":"additional","affiliation":[{"name":"Education and Training Research and Development Unit, Institute of Education, University of Lisbon, 1649-013 Lisboa, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2023,8,27]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"454","DOI":"10.2304\/eerj.2004.3.2.3","article-title":"Too Eager to Comply? 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