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dc.contributor.authorBaroutsis, Aspa
dc.contributor.authorLingard, Bob
dc.date.accessioned2021-07-01T03:03:31Z
dc.date.available2021-07-01T03:03:31Z
dc.date.issued2021
dc.identifier.issn0268-0939en_US
dc.identifier.doi10.1080/02680939.2021.1937706en_US
dc.identifier.urihttp://hdl.handle.net/10072/405407
dc.description.abstractThis paper analyses Twitter microblogs over a 3-day period, during the release of the results of PISA 2015 on 6 December 2016 by the OECD. We document a methodological approach to investigating the social mediatisation of policy and its inclusive potential for enabling the participation of multiple voices. We draw on two data sets from the 3-day period: first, a large data corpus (n = 17,260) of all microblogs about PISA, and second, a smaller cluster of selected participant groups, notably academic, OECD, and teacher union actors (n = 65). Our analytic tools provide a methodological heuristic for scoping social media networks. Our research is guided by questions about ‘Who participates?’ in PISA debates and ‘What is being said?’ and considers the volume, engagement, and content of the microblogs. Of the three participant groups, the academic actors authored the largest volume of microblogs across the corpus and cluster. The content of microblogs from the OECD cluster mainly provided information about and promotion of PISA, while the academic cluster emphasised commentary and critique, with all actors using an analytic tone. The OECD had the largest number of followers and the highest rate of social recommendations and engagement with their microblogs.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledge: Taylor & Francis Groupen_US
dc.relation.ispartofjournalJournal of Education Policyen_US
dc.subject.fieldofresearchEducation Systemsen_US
dc.subject.fieldofresearchSpecialist Studies in Educationen_US
dc.subject.fieldofresearchPolicy and Administrationen_US
dc.subject.fieldofresearchcode1301en_US
dc.subject.fieldofresearchcode1303en_US
dc.subject.fieldofresearchcode1605en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation & Educational Researchen_US
dc.subject.keywordsSocial mediatisationen_US
dc.subject.keywordsmethodologyen_US
dc.subject.keywordstwitteren_US
dc.titleA methodological approach to the analysis of PISA microblogs: social media during the release of the PISA 2015 resultsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationBaroutsis, A; Lingard, B, A methodological approach to the analysis of PISA microblogs: social media during the release of the PISA 2015 results, Journal of Education Policy, 2021en_US
dc.date.updated2021-06-25T06:05:17Z
dc.description.versionAccepted Manuscript (AM)en_US
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.en_US
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in the Journal of Education Policy,09 Jun 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/02680939.2021.1937706en_US
gro.hasfulltextFull Text
gro.griffith.authorBaroutsis, Aspa


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