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Journal of Education Policy Volume 32, 2017 - Issue 3
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Governing schooling through ‘what works’: the OECD’s PISA for Schools

Steven LewisSchool of Education, The University of Queensland, Brisbane, AustraliaCorrespondence[email protected]
Pages 281-302 | Received 14 Apr 2016, Accepted 21 Oct 2016, Published online: 04 Nov 2016

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Daniel Grant Williams. (2023) Knowledge capital theory: a critical analysis using Lakatos’ idea of research programmes. Compare: A Journal of Comparative and International Education 53:1, pages 105-122.
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Steven Lewis & Bob Lingard. (2023) Platforms, profits and PISA for schools: new actors, by-passes and topological spaces in global educational governance. Comparative Education 59:1, pages 99-117.
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Yi Wang, Ronnel King, Joseph Haw & Shing on Leung. (2023) What explains Macau students’ achievement? An integrative perspective using a machine learning approach (¿Cuál es la explicación del rendimiento de los estudiantes macaenses? Una perspectiva integradora mediante la adopción del enfoque del aprendizaje automático). Journal for the Study of Education and Development 46:1, pages 71-108.
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Camilla Addey. (2022) Halos, love boats, and the PISA family: understanding contractors’ rationales for carrying out International Large-Scale Assessment contracts. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Euan Auld, Li Xiaomin & Paul Morris. (2022) Piloting PISA for development to success: an analysis of its findings, framework and recommendations. Compare: A Journal of Comparative and International Education 52:7, pages 1145-1169.
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Abdullah Ozkale & Emel Ozdemir Erdogan. (2022) An analysis of the interaction between mathematical literacy and financial literacy in PISA*. International Journal of Mathematical Education in Science and Technology 53:8, pages 1983-2003.
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Glenn C. Savage, Elisa Di Gregorio & Bob Lingard. (2022) Practices of scalecraft and the reassembling of political boundaries: the contested nature of national schooling reform in the Australian federation. Policy Studies 43:5, pages 962-983.
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Natalie Lander, Steven Lewis, Darius Nahavandi, Kyler Amsbury & Lisa M. Barnett. (2022) Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society 27:4, pages 434-448.
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Tristan Bunnell. (2022) The crypto-growth of “International Schooling”: emergent issues and implications. Educational Review 74:1, pages 39-56.
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Steven Lewis. (2021) The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education 62:3, pages 322-337.
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Natalie Papanastasiou. (2021) ‘Best practice as a governing practice: producing best practice in a European Commission working group.’. Journal of Education Policy 36:3, pages 327-348.
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Israel Moreno-Salto & Susan L. Robertson. (2021) On the ‘life of numbers’ in governing Mexico’s education system: a multi-scalar account of the OECD’s PISA. Globalisation, Societies and Education 19:2, pages 213-227.
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Christos Hatziconstantis & Tania Kolympari. (2021) School climate in international school settings: differences in teacher perceptions among international and domestic-oriented departments. International Journal of Leadership in Education 24:1, pages 108-125.
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Mathias Decuypere & Paolo Landri. (2021) Governing by visual shapes: university rankings, digital education platforms and cosmologies of higher education. Critical Studies in Education 62:1, pages 17-33.
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Izhak Berkovich & Pascale Benoliel. (2021) Framing the role of the school leader in OECD documents: A critical analysis. Globalisation, Societies and Education 19:1, pages 41-54.
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Steven Lewis. (2020) Providing a platform for ‘what works’: platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U. Comparative Education 56:4, pages 484-502.
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Glenn C. Savage. (2020) What is policy assemblage?. Territory, Politics, Governance 8:3, pages 319-335.
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Laura C. Engel & David Rutkowski. (2020) Pay to play: what does PISA participation cost in the US?. Discourse: Studies in the Cultural Politics of Education 41:3, pages 484-496.
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Steven Lewis. (2020) ‘Becoming European’? Respatialising the European Schools System through PISA for Schools. International Studies in Sociology of Education 29:1-2, pages 85-106.
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Jessica Holloway & Amanda Keddie. (2019) ‘Make money, get money’: how two autonomous schools have commercialised their services. Discourse: Studies in the Cultural Politics of Education 40:6, pages 889-901.
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Gustavo E. Fischman, Amelia Marcetti Topper, Iveta Silova, Janna Goebel & Jessica L. Holloway. (2019) Examining the influence of international large-scale assessments on national education policies. Journal of Education Policy 34:4, pages 470-499.
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Emma Rowe. (2019) Capitalism without capital: the intangible economy of education reform. Discourse: Studies in the Cultural Politics of Education 40:2, pages 271-279.
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Steven Lewis & Jessica Holloway. (2019) Datafying the teaching ‘profession’: remaking the professional teacher in the image of data. Cambridge Journal of Education 49:1, pages 35-51.
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Steven Lewis. (2018) PISA ‘Yet To Come’: governing schooling through time, difference and potential. British Journal of Sociology of Education 39:5, pages 683-697.
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Ian Hardy & Steven Lewis. (2018) Visibility, invisibility, and visualisation: the danger of school performance data. Pedagogy, Culture & Society 26:2, pages 233-248.
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Glenn C. Savage & Steven Lewis. (2018) The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy 33:1, pages 118-142.
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Steven Lewis. (2017) Policy, philanthropy and profit: the OECD’s PISA for Schools and new modes of heterarchical educational governance. Comparative Education 53:4, pages 518-537.
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Bob Lingard & Steven Lewis. (2017) Placing PISA and PISA for schools in two federalisms, Australia and the USA. Critical Studies in Education 58:3, pages 266-279.
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Kalervo N. Gulson, Steven Lewis, Bob Lingard, Christopher Lubienski, Keita Takayama & P. Taylor Webb. (2017) Policy mobilities and methodology: a proposition for inventive methods in education policy studies. Critical Studies in Education 58:2, pages 224-241.
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