Dr Steven Lewis

'Becoming European'? Respatialising the European schools system through PISA for schools

S Lewis

(2020), Vol. 29, pp. 85-106, International studies in sociology of education, Abingdon, Eng., C1

Providing a platform for 'what works': platform-based governance and the reshaping of teacher learning through the OECD's PISA4U

Steven Lewis

(2020), pp. 1-19, Comparative education, Abingdon, Eng., C1

The turn towards policy mobilities and the theoretical-methodological implications for policy sociology

Steven Lewis

(2020), pp. 1-16, Critical studies in education, Abingdon, Eng., C1

Teacher perspectives of online continuing professional development in physical education

Natalie Lander, Steven Lewis, Darius Nahavandi, Kyler Amsbury, Lisa Barnett

(2020), pp. 1-15, Sport, Education and Society, Abingdon, Eng., C1

Reform first and ask questions later? The implications of (fast) schooling policy and 'silver bullet' solutions

S Lewis, A Hogan

(2019), Vol. 60, pp. 1-18, Critical studies in education, Abingdon, Eng., C1-1

Datafying the teaching 'profession': remaking the professional teacher in the image of data

S Lewis, J Holloway

(2019), Vol. 49, pp. 35-51, Cambridge journal of education, Abingdon, Eng., C1

Standards without standardisation? Assembling standards-based reforms in Australian and US schooling

Steven Lewis, Glenn Savage, Jessica Holloway

(2019), pp. 1-28, Journal of education policy, Abingdon, Eng., C1

Visibility, invisibility, and visualisation: the danger of school performance data

I Hadry, S Lewis

(2018), Vol. 26, pp. 233-248, Pedagogy, culture and society, Abingdon, Eng., C1

PISA 'yet to come': governing schooling through time, difference and potential

S Lewis

(2018), Vol. 39, pp. 683-397, British journal of sociology of education, Abingdon, Eng., C1

Governing schooling through 'what works': the OECD's PISA for schools

S Lewis

(2017), Vol. 32, pp. 281-302, Journal of education policy, London, Eng., C1-1

The 'doublethink' of data: educational performativity and the field of schooling practices

I Hardy, S Lewis

(2017), Vol. 38, pp. 671-685, British journal of sociology of education, London, Eng., C1-1

Book review : Fast policy: experimental statecraft at the thresholds of neoliberalism

S Lewis

(2017), Vol. 38, pp. 298-304, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1-1

Tracking the topological: the effects of standardised data upon teachers' practice

S Lewis, I Hardy

(2017), Vol. 65, pp. 219-238, British journal of educational studies, London, Eng., C1-1

Placing PISA and PISA for schools in two federalisms, Australia and the USA

B Lingard, S Lewis

(2017), Vol. 58, pp. 266-279, Critical studies in education, Abingdon, Eng., C1

The phantom national? Assembling national teaching standards in Australia's federal system

G Savage, S Lewis

(2017), pp. 1-25, Journal of Education Policy, United Kingdom, C1

Policy, philanthropy and profit: The OECD's PISA for schools and new modes of heterarchical educational governance

S Lewis

(2017), pp. 1-20, Comparative Education, United Kingdom, C1

Communities of practice and PISA for schools: comparative learning or a mode of educational governance?

S Lewis

(2017), Vol. 25, pp. 1-25, Education policy analysis archives, Tempe, Ariz., C1

PISA for schools: topological rationality and new spaces of the OECD's global educational governance

S Lewis, S Sellar, B Lingard

(2016), Vol. 60, pp. 27-57, Comparative education review, Chicago, Ill., C1-1

The multiple effects of international large-scale assessment on education policy and research

S Lewis, B Lingard

(2015), Vol. 36, pp. 621-637, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1-1

Funding, reputation and targets: the discursive logics of high-stakes testing

S Lewis, I Hardy

(2015), Vol. 45, pp. 245-264, Cambridge journal of education, Abingdon, Eng., C1-1

The OECD, PISA and educational governance: a call to critical engagement

S Lewis

(2014), Vol. 35, pp. 317-327, Discourse-Studies in the Cultural Politics of Education, United Kingdom, C1-1