[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597268-105":59,"doc-detail-597268-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","testing-testing-read-all-about-it-canadian-press-coverage-of-the-pisa-results","Testing, Testing, Read All About It - Canadian Press Coverage of the PISA Results","","Critical discourse analysis examining how the National Post and the Globe and Mail covered the OECD’s 2002 PISA results. The study shows how numbers are made meaningful through statistics to construct and reconstruct media “reality,” and how different voices are represented. It identifies neoliberal discourses embedded in the coverage alongside narratives that emphasize regional stereotypes. The analysis also discusses how media framing, selection, and sourcing shape public understanding and policy responses to education “crisis.”",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/testing-testing-read-all-about-it-canadian-press-coverage-of-the-pisa-results/597268/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/testing-testing-read-all-about-it-canadian-press-coverage-of-the-pisa-results/597268.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article analyze about PISA coverage in Canadian newspapers?","Question",{"text":112,"@type":113},"It analyzes how the National Post and the Globe and Mail construct meaning around the OECD’s 2002 PISA results through statistics, discourses, and representation of voices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article explain the role of numbers and statistics in media coverage?",{"text":117,"@type":113},"Numbers are interpreted through statistics to create a constructed “reality,” with mechanisms that build and rebuild the information for and by the media.",{"name":119,"@type":110,"acceptedAnswer":120},"What are “saliency” and “framing” in the article’s discussion of media influence?",{"text":121,"@type":113},"Saliency refers to what is emphasized in reporting, while framing involves selecting aspects of perceived reality to promote particular problem definitions, causal interpretations, moral evaluations, and treatment recommendations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597268,1792165359,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Testing, Testing, Read All About It: Canadian Press Coverage of the PISA Results  \nMichelle Stack  \nThis article is a critical discourse analysis of coverage in the National Post and the Globe and Mail concerning the Organisation for Economic CoȬoperation and Development’s 2000 Programme for International Student Assessment (PISA) . In this article, I have shown how numbers are interpreted through statistics to create a reality and analyzed the mechanisms used, through which information is constructed and reconstructed by and for the media. I have also explored how diverse voices are represented. The discourses of neoliberalism were embedded in the coverage of the PISA results and discourses that accentuated regional stereotypes were in use.  \nKey words: policy, media education, neoliberalism  \nL’analyse du discours critique présentée dans cet article porte sur la couverture dont afait l’objet le Programme international pour le suivi des acquis des élèves (PISA) 2002 de l’Organisation de coopération et de développement économiques dans le National Post et le Globe and Mail L’auteure étudie comment les chiffres sont interprétés à travers des statistiques en vue de créer une réalité et quels sont les mécanismesutilisés pour construire et reconstruire l’information par et pour les médias. Elle explore en outre comment les diverses voix sont représentées. Les discours dunéolibéralisme faisaient partie intégrante de la couverture des résultats du PISA ; des discours accentuant les stéréotypes régionaux y étaient utilisés.  \nMots clés : politiques, médias éducation, néolibéralisme  \nPeople “know,” that is, whether and which schools are good or effective irrespective of any authentic knowledge of actualized teaching practices, curricula, student needs, and so on according principally to representations – images — reported in the press. Hence, the relationship between school and society — teachers and students and the larger public — is in fact mediated, at least in part, by images, by test scores which may or may not indicate anything at all about the dayȬtoȬday workings of contemporary classroom and schoolȬbased life (or even student achievement for that matter) . (Vinson & Ross, 2003, p. 55)  \nCANADIAN JOURNAL OF EDUCATION 29, 1 (2006): 49Ȭ69  \nThe media are a central source of information about soȬcalled good and bad schools for both the public and policymakers, yet literature about the power of the media has only recently been published. There is a small but growing body of research examining the role of the media in the policyȬmaking process (Blackmore & Thorpe, 2003; Franklin, 2004; Levin, 2004; Lingard & Rawolle , 2004; Wallace, 1993) .  \nUngerleider’s (2003) analysis of public opinion about education in Canada points to the power of media in creating a sense of panic about public education. Guppy and Davies (1999) note that government sometimes reacts to negative mediaȬreported poll data about education with new policy. Ironically, constant change in reaction to media charges of crisis in the education system creates more instability and might actually increase perceptions of chaos and crisis. Blackmore and Thorpe (2003) document how the Kennett state government in Australia effectively used the media to create policy problems and to recommend advice as to their logical solutions (p. 583) . The government stated that the system was in crisis and, as it had been in the USA, the solution was to provide parents with choice and to institute more standardized testing. Blackmore and Thorpe (2003) argue,  \nThe media is critical in the (re)production of policy as discourse, in that it becomes both the medium and the message for what policy is read to mean. The media simultaneously creates and taps into educational discourses (popular, professional and academic) that take on particular dominant readings in specific contexts, and is in this sense critical to the popular readings and meanings of certain key words, such as “standards.”(p","cbCaisrBCenueJ3s","https://ap.wps.com/l/cbCaisrBCenueJ3s","pdf",172290,21,"English","# Introduction\n# Discursive power of media in education policy\n# Saliency, selection, and sourcing\n# Framing and issue discussion\n# Sources, official releases, and contested ideologies","[{\"question\":\"What does the article analyze about PISA coverage in Canadian newspapers?\",\"answer\":\"It analyzes how the National Post and the Globe and Mail construct meaning around the OECD’s 2002 PISA results through statistics, discourses, and representation of voices.\"},{\"question\":\"How does the article explain the role of numbers and statistics in media coverage?\",\"answer\":\"Numbers are interpreted through statistics to create a constructed “reality,” with mechanisms that build and rebuild the information for and by the media.\"},{\"question\":\"What are “saliency” and “framing” in the article’s discussion of media influence?\",\"answer\":\"Saliency refers to what is emphasized in reporting, while framing involves selecting aspects of perceived reality to promote particular problem definitions, causal interpretations, moral evaluations, and treatment recommendations.\"}]","Testing, Testing, Read All About It - Canadian Press Coverage of the PISA Results | PDF",1792084713,53]