Steven Lewis
Biographic Data
| ID | 3650397 |
|---|---|
| NAME | Steven Lewis |
| GIVEN NAMES | Steven |
| FAMILY NAME | Lewis |
| SIGNATURE | LEWIS S |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-8796-3939 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 298 |
| AUTHOR COUNT | 43 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 11 |
Validity First: The Politics, Governance, and Consequences of Teacher Evaluation
Debates over teacher evaluation and teacher effectiveness have largely focused on methodological refinement, particularly the technical adequacy of value-added models (VAMs). Far less attention has been paid to the validity of the evidentiary foundations on which these systems rest. In this theoretical synthesis of validity theory related to use, interpretation, and consequences, we argue that validity must be treated not as a technical property …
Disentangling the temporalities of digital and predictive governance: Rhythmanalysis as a methodological framework
This paper discusses and develops rhythmanalysis as a methodological approach to disentangle the temporalities of digital and predictive governance; that is, how governance evolves through temporal ordering effects produced with, and through, digital technologies. Whilst rhythmanalysis, as it has become broadly used in the social sciences over the past decades, primarily focuses on 'lived' (rhythmic) practices of people, we argue that rhythmanaly…
Researching Global Education Policy: Diverse Approaches to Policy Movement
Assembling Comparison: Understanding Education Policy through Mobilities and Assemblage
Technical agonism: Embracing democratic dissensus in the datafication of education
This paper interrogates whether technical democracy is well-suited to contend with possible technical controversies, including the increasing prevalence of EdTech in public schooling. Drawing across Habermasian 'deliberative democracy' that seeks consensus-derived resolution, as well as more agonistic approaches that embrace conflict as the means for pursuing pluralistic values, we use this paper to problematise technical democracy for its potent…
Twelve tips for the pre-brief to promote psychological safety in simulation-based education
It is recognised that simulation-based education can be stressful, and this can impact negatively on learning. A fundamental aspect of facilitating simulation is creating a safe educational environment. Edmondson's seminal work on creating psychological safety among interpersonal teams has been embraced by the healthcare simulation community. Psychological safety is an underpinning philosophy for creating simulation experiences in which learners …
Topological genealogy: A methodology to research transnational digital governance in/through/as change
sponsorship: This work was supported by the Onderzoeksraad, KU Leuven [C/14/18/041]. This work was supported by the Australian Research Council [grant number DE190101141]. (Onderzoeksraad, KU Leuven|C/14/18/041, Australian Research Council|DE190101141, Australian Research Council|DE190101141)
New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device
Drawing upon the growing datafication of contemporary schooling, our purpose in this article is to use topological thinking as an analytical device to better understand the professionals and practices within emergent data infrastructures. We address this by attending to an influential national (and subnational) data infrastructure of school monitoring in the United States, managed by the federal Department of Education, known as EDFacts. Informed…
Platforms, profits and Pisa for schools: New actors, by-passes and topological spaces in global educational governance
This paper focuses on the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a ‘user-pays’ model, the enhanc…
Governing teachers through datafication: Physical-virtual hybridity and language interoperability in teacher accountability
In this paper, we draw on Foucault's and Deleuze's theorisations of discipline and control, respectively, to understand a teacher accountability system in the US state of Texas: the Texas Teacher Evaluation and Support System (hereafter, T-TESS). Specifically, we focus on the interplay of physical and virtual modes of governance - which we develop here as physical- virtual hybridity - and the techniques that make these physical and virtual domain…
Response: Matters of (im)mobility: beyond fast conceptual and methodological readings in policy sociology
In this special issue response paper, we pick up from prior discussions to suggest areas where we think policy sociology can benefit from further conversation and research. In particular, we bring together our respective readings and work on policy mobilities, in conversation with the contributions of this special issue, to think further about what policy mobilities and related orientations can bring to the development of policy sociology. We spe…
Media Review Essay: Miles Ahead. Don Cheadle, director. Sony Pictures Classics, 2015, 1 DVD. $19.99
For much of the past one hundred years, film has played a central role in turning jazz musicians into recognizable cultural figures, condensing their lives into formulaic narratives of genius and t
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
This paper reflects critically upon how the ‘mobilities turn’ in the social sciences, and its subsequent contribution towards ‘policy mobilities’, offers theoretical and methodological resources that can be usefully harnessed in education policy sociology. Just as there are new ways in which policy is being made and moved, there are equally new ways to be a researcher of education policy who seeks to understand these processes. My purpose here is…
Teacher perspectives of online continuing professional development in physical education
Continuing professional development (CPD) is important to ensure teachers continuously maintain and update the best practice knowledge and skills needed for the profession. Limited research into CPD in physical education (PE-CPD) suggests that current provisions are largely ineffective, particularly regarding access, and the specific teaching of motor skills (e.g. throw, catch, run). Improved PE-CPD is clearly needed, and online programmes may pr…
Providing a platform for ‘what works’: Platform-based governance and the reshaping of teacher learning through the OECD’s Pisa4U
This paper addresses emerging modes of educational governance constituted through new online platforms for teacher professional development. Specifically, I focus here on the OECD’s PISA4U (‘PISA for you’), an online professional learning platform comprising structured assignment modules and peer-to-peer collaborative activities based on PISA insights. I critically explore how the PISA4U platform, as both a data infrastructure and a new organisat…
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Our aim in this paper is to examine how standards-based reforms (SBRs) relating to teachers and teaching are being constituted in Australia and the US. Our focus is not the specific impacts of these policies as enacted practices in schools or teacher training institutions, but rather the dynamics of policy production, with a specific focus on how federally-driven policies have been assembled in each country. Bringing together the notion of ‘globa…
Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data
This paper explores how data-driven practices and logics have come to reshape the possibilities by which the teaching profession, and teaching professionals, can be known and valued. Informed by the literature and theorising around educational performativity, the constitutive power of numbers, and affective responses to data, it shows how different US educators experienced, and came to embody, new forms of numbers-based accountability. Drawing on…
Depressive Symptom Trajectories Among People Living with HIV in a Collaborative Care Program
Becoming European’? Respatialising the European Schools System through Pisa for Schools
This paper examines the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools, a local variant of the more-renowned ‘main PISA’ test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing sugges…
Pisa: The International Ranking for National School Systems
Developed by the Organisation for Economic Co‐operation and Development (OECD), the triennial Programme for International Student Assessment (PISA) has arguably become the world's most renowned international large‐scale assessment. Designed to measure and compare the performance of national (and some subnational) schooling systems, as well as the influence of contextual factors on student performance, PISA has helped position the OECD as the glob…
The phantom national? Assembling national teaching standards in Australia’s federal system
In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: t…
Pisa ‘Yet To Come’: Governing schooling through time, difference and potential
This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around for…
Impact of Pharmacy Proximity and Delivery Services on HIV Viral Suppression Among Low Income Urban Patients
Placing Pisa and Pisa for schools in two federalisms, Australia and the USA
This paper accepts that the OECD’s PISA has become influential in policy terms globally, but analyses the ways that the main PISA and PISA for Schools tests are positioned differently in Australia and the USA because of contrasting educational federalisms in the two nations. Our argument is that while PISA is undoubtedly influential, its effects are nonetheless mediated by the political structures – here, the different models of federalism – pres…
Policy mobilities and methodology: A proposition for inventive methods in education policy studies
The argument of this paper is that new methodologies associated with the emerging field of ‘policy mobilities’ can be applied, and are in fact required, to examine and research the networked and relational, or ‘topological’, nature of globalised education policy, which cuts across the new spaces of policymaking and new modes of global educational governance. In this paper, we examine the methodological issues pertaining to the study of the moveme…
Sex role adaptability: One consequence of psychological androgyny
Policy mobilities and methodology: A proposition for inventive methods in education policy studies
The argument of this paper is that new methodologies associated with the emerging field of ‘policy mobilities’ can be applied, and are in fact required, to examine and research the networked and relational, or ‘topological’, nature of globalised education policy, which cuts across the new spaces of policymaking and new modes of global educational governance. In this paper, we examine the methodological issues pertaining to the study of the moveme…
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
This paper reflects critically upon how the ‘mobilities turn’ in the social sciences, and its subsequent contribution towards ‘policy mobilities’, offers theoretical and methodological resources that can be usefully harnessed in education policy sociology. Just as there are new ways in which policy is being made and moved, there are equally new ways to be a researcher of education policy who seeks to understand these processes. My purpose here is…
The phantom national? Assembling national teaching standards in Australia’s federal system
In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: t…
Governing schooling through ‘what works’: The OECD’s Pisa for Schools
This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapo…
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
This article explores the uptake of so-called fast policy solutions to problems in different education policy contexts and highlights the potential impacts that can arise from such policymaking approaches. We draw upon recent literature and theorising around notions of fast policy and evidence-informed policymaking, which suggests that, in an increasingly connected, globalised and temporally compressed social world, policymaking has become ‘speed…
Impact of rural hospital closures in Saskatchewan, Canada
The ‘doublethink’ of data: Educational performativity and the field of schooling practices
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educati…
Providing a platform for ‘what works’: Platform-based governance and the reshaping of teacher learning through the OECD’s Pisa4U
This paper addresses emerging modes of educational governance constituted through new online platforms for teacher professional development. Specifically, I focus here on the OECD’s PISA4U (‘PISA for you’), an online professional learning platform comprising structured assignment modules and peer-to-peer collaborative activities based on PISA insights. I critically explore how the PISA4U platform, as both a data infrastructure and a new organisat…
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
Our aim in this paper is to examine how standards-based reforms (SBRs) relating to teachers and teaching are being constituted in Australia and the US. Our focus is not the specific impacts of these policies as enacted practices in schools or teacher training institutions, but rather the dynamics of policy production, with a specific focus on how federally-driven policies have been assembled in each country. Bringing together the notion of ‘globa…
Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice
This article draws upon recent theorising of the ‘becoming topological’ of space– specifically, how new social spaces are constituted through relations rather than physical locations – to explore how standardised data, and specifically test data, have influenced teachers’ work and learning. We outline the varied ways in which teacher practices at a primary school in Queensland, Australia, were actively constituted through processes of ‘tracking d…
The multiple effects of international large-scale assessment on education policy and research
This paper introduces a serendipitous special issue of Discourse: Studies in the Cultural Politics of Education, focusing on the rise of large-scale international testing and performance data in school system accountability and the effects that such changes have produced in education policy and research. These developments are theorised in terms of the reworking of the State and networked modes of governance, including the increased involvement o…
Placing Pisa and Pisa for schools in two federalisms, Australia and the USA
This paper accepts that the OECD’s PISA has become influential in policy terms globally, but analyses the ways that the main PISA and PISA for Schools tests are positioned differently in Australia and the USA because of contrasting educational federalisms in the two nations. Our argument is that while PISA is undoubtedly influential, its effects are nonetheless mediated by the political structures – here, the different models of federalism – pres…
Platforms, profits and Pisa for schools: New actors, by-passes and topological spaces in global educational governance
This paper focuses on the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a ‘user-pays’ model, the enhanc…
Pisa ‘Yet To Come’: Governing schooling through time, difference and potential
This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around for…
Topological genealogy: A methodology to research transnational digital governance in/through/as change
sponsorship: This work was supported by the Onderzoeksraad, KU Leuven [C/14/18/041]. This work was supported by the Australian Research Council [grant number DE190101141]. (Onderzoeksraad, KU Leuven|C/14/18/041, Australian Research Council|DE190101141, Australian Research Council|DE190101141)
Policy, philanthropy and profit: The OECD’s Pisa for Schools and new modes of heterarchical educational governance
This paper examines the development and administration of Programme for International Student Assessment (PISA) for Schools – a new testing instrument of the Organisation for Economic Cooperation and Development – to demonstrate the relevance of heterarchical processes to educational governance. Drawing suggestively across new ‘relational’ thinking around policy networks, and new spatialities associated with globalisation, the research shows how …
Disentangling the temporalities of digital and predictive governance: Rhythmanalysis as a methodological framework
This paper discusses and develops rhythmanalysis as a methodological approach to disentangle the temporalities of digital and predictive governance; that is, how governance evolves through temporal ordering effects produced with, and through, digital technologies. Whilst rhythmanalysis, as it has become broadly used in the social sciences over the past decades, primarily focuses on 'lived' (rhythmic) practices of people, we argue that rhythmanaly…
Governing teachers through datafication: Physical-virtual hybridity and language interoperability in teacher accountability
In this paper, we draw on Foucault's and Deleuze's theorisations of discipline and control, respectively, to understand a teacher accountability system in the US state of Texas: the Texas Teacher Evaluation and Support System (hereafter, T-TESS). Specifically, we focus on the interplay of physical and virtual modes of governance - which we develop here as physical- virtual hybridity - and the techniques that make these physical and virtual domain…
Fast policy: Experimental Statecraft at the Thresholds of Neoliberalism
This paper discusses the theoretical and methodological contributions of 'Fast Policy: Experimental Statecraft at the Thresholds of Neoliberalism' by Peck and Theodore (2015, University of Minnesota Press). It does so by situating the book in the ongoing debate on policy borrowing and lending in the field of comparative education, of which I have been a part. Arguably it is the body of literature in education policy studies that relates directly …
Becoming European’? Respatialising the European Schools System through Pisa for Schools
This paper examines the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools, a local variant of the more-renowned ‘main PISA’ test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing sugges…
Advancing the Population Health Agenda: Uniting Altruism and Self-Interest
Dating and Physical Attractiveness: Replication
Sex role adaptability: One consequence of psychological androgyny
Mudpeople There and Here: Three Reports
Advancing the Population Health Agenda: Uniting Altruism and Self-Interest
Impact of rural hospital closures in Saskatchewan, Canada
The Power of Pills: Social, Ethical & Legal Issues in Drug Development, Marketing & Pricing – Edited by Jillian C. Cohen, Patricia Illingworth & Udo Schüklenk
Identifying Potentially Avoidable Hospital Admissions From Canadian Long-Term Care Facilities
BACKGROUND: The provision of preventive services and continuity of care are important aspects of long-term care (LTC). A proposed quality indicator of such care is the rate of hospitalizations due to ambulatory care sensitive conditions (ACSCs). As the ACSC approach to identifying potentially avoidable hospitalizations (PAH) was developed for younger community-dwelling adults in the United States, we sought to examine its applicability as a quali…
Large‐System Transformation in Health Care: A Realist Review
Context: An evidence base that addresses issues of complexity and context is urgently needed for large‐system transformation (LST) and health care reform. Fundamental conceptual and methodological challenges also must be addressed. The Saskatchewan Ministry of Health in Canada requested a six‐month synthesis project to guide four major policy development and strategy initiatives focused on patient‐ and family‐centered care, primary health care re…
The OECD, Pisa and educational governance: A Call to Critical Engagement
In an educational world comprised of seemingly innumerable acronyms, the Organization for Economic Co-operation and Development's (OECD) PISA – the Programme for International Student Assessment
Classifying Physician Practice Style: A New Approach Using Administrative Data in British Columbia
BACKGROUND: Primary medical care is changing-more female providers, desire for better work-life balance, and increasing availability of walk-in clinics have altered service delivery. There is no uniform physician practice style, and understanding service availability and delivery requires analysis of family physicians' practice patterns, rather than just physician counts. METHODS: This paper offers a new approach for describing the practice habit…
The multiple effects of international large-scale assessment on education policy and research
This paper introduces a serendipitous special issue of Discourse: Studies in the Cultural Politics of Education, focusing on the rise of large-scale international testing and performance data in school system accountability and the effects that such changes have produced in education policy and research. These developments are theorised in terms of the reworking of the State and networked modes of governance, including the increased involvement o…
Pisa for Schools: Topological Rationality and New Spaces of the OECD’s Global Educational Governance
This article examines the OECD’s new PISA-based Test for Schools (“PISA for Schools”) program. PISA for Schools is part of the expanding education work of the OECD, building upon main PISA to enable school-to-schooling system comparisons. We examine the development of PISA for Schools, the nature of the instrument, and some initial effects of its introduction. Our theoretical framework focuses on new spatialities associated with globalization and…
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
This article explores the uptake of so-called fast policy solutions to problems in different education policy contexts and highlights the potential impacts that can arise from such policymaking approaches. We draw upon recent literature and theorising around notions of fast policy and evidence-informed policymaking, which suggests that, in an increasingly connected, globalised and temporally compressed social world, policymaking has become ‘speed…
Impact of Pharmacy Proximity and Delivery Services on HIV Viral Suppression Among Low Income Urban Patients
Placing Pisa and Pisa for schools in two federalisms, Australia and the USA
This paper accepts that the OECD’s PISA has become influential in policy terms globally, but analyses the ways that the main PISA and PISA for Schools tests are positioned differently in Australia and the USA because of contrasting educational federalisms in the two nations. Our argument is that while PISA is undoubtedly influential, its effects are nonetheless mediated by the political structures – here, the different models of federalism – pres…
Policy mobilities and methodology: A proposition for inventive methods in education policy studies
The argument of this paper is that new methodologies associated with the emerging field of ‘policy mobilities’ can be applied, and are in fact required, to examine and research the networked and relational, or ‘topological’, nature of globalised education policy, which cuts across the new spaces of policymaking and new modes of global educational governance. In this paper, we examine the methodological issues pertaining to the study of the moveme…
Policy, philanthropy and profit: The OECD’s Pisa for Schools and new modes of heterarchical educational governance
This paper examines the development and administration of Programme for International Student Assessment (PISA) for Schools – a new testing instrument of the Organisation for Economic Cooperation and Development – to demonstrate the relevance of heterarchical processes to educational governance. Drawing suggestively across new ‘relational’ thinking around policy networks, and new spatialities associated with globalisation, the research shows how …
Governing schooling through ‘what works’: The OECD’s Pisa for Schools
This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapo…
The ‘doublethink’ of data: Educational performativity and the field of schooling practices
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educati…
Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice
This article draws upon recent theorising of the ‘becoming topological’ of space– specifically, how new social spaces are constituted through relations rather than physical locations – to explore how standardised data, and specifically test data, have influenced teachers’ work and learning. We outline the varied ways in which teacher practices at a primary school in Queensland, Australia, were actively constituted through processes of ‘tracking d…
Fast policy: Experimental Statecraft at the Thresholds of Neoliberalism
This paper discusses the theoretical and methodological contributions of 'Fast Policy: Experimental Statecraft at the Thresholds of Neoliberalism' by Peck and Theodore (2015, University of Minnesota Press). It does so by situating the book in the ongoing debate on policy borrowing and lending in the field of comparative education, of which I have been a part. Arguably it is the body of literature in education policy studies that relates directly …
The phantom national? Assembling national teaching standards in Australia’s federal system
In this paper, we use the development of the Australian Professional Standards for Teachers (APST) as an illustrative case to examine how national schooling reforms are assembled in Australia’s federal system. Drawing upon an emerging body of research on ‘policy assemblage’ within the fields of policy sociology, anthropology and critical geography, we focus on interactions between three dominant ‘component parts’ in the development of the APST: t…
Pisa ‘Yet To Come’: Governing schooling through time, difference and potential
This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around for…
Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data
This paper explores how data-driven practices and logics have come to reshape the possibilities by which the teaching profession, and teaching professionals, can be known and valued. Informed by the literature and theorising around educational performativity, the constitutive power of numbers, and affective responses to data, it shows how different US educators experienced, and came to embody, new forms of numbers-based accountability. Drawing on…
Depressive Symptom Trajectories Among People Living with HIV in a Collaborative Care Program
Sociology (28 works) · Political science (26 works) · Global Educational Policies and Reforms (24 works) · Economics (16 works) · Global Education and Multiculturalism (15 works) · Psychology (15 works) · Corporate governance (12 works) · Law (12 works) · Computer Science (11 works) · Management (11 works)