Our people

Areas of expertise: Politics and policy of education; educational governance; digital data, platforms and infrastructures; the OECD and PISA; comparative education; teacher expertise; teacher professional learning

HDR Supervisor accreditation status: Fully accredited

ORCID ID: 0000-0002-8796-3939

Phone: +61 7 3861 6080

Email: steven.lewis@acu.edu.au

Campus: ACU Ballarat Campus

Associate Professor Steven Lewis is a Principal Research Fellow in the Institute for Learning Sciences and Teacher Education (ILSTE) at Australian Catholic University. His research is located across policy sociology, comparative and international education and critical geography, with a specific interest in how education policy making and governance, and teacher professional learning and expertise, are being reshaped by new forms of digital data infrastructures and new policy temporalities and spaces. His most recent books include "Assembling Comparison: Understanding Education Policy through Mobility and Assemblage" (Bristol University Press, 2024) and "PISA, Policy and the OECD: Respatialising Global Educational Governance Through PISA for Schools" (Springer, 2020). He is also editor of the international journal “Critical Studies in Education”, the leading journal globally for the critical sociology of education, and he was recently named by Stanford University as among the “World’s Top 2% of Scientists” in 2024. Steven was awarded an Australian Research Council DECRA fellowship in 2019 (value: $358,208 AUD). Entitled Globalising School Reform Through Online Teacher Professional Learning, this research helped develop the use of topological- and mobility-informed thinking to generate novel approaches to the study of global educational policymaking and governance. Over the course of his career, Steven has been awarded more than $770,000 in research grants and commissioned scholarly projects.

Steven has 20+ years of experience as an educator, including 6 years as a high school mathematics and science teacher in Queensland, and 14 years as a university lecturer and researcher in Queensland, Kansas (USA) and Victoria. He has published more than 60 scholarly outputs, including books, journal articles, book chapters and reports. Steven also frequently participates in public debates around schooling policy and accountability, appearing on 7News, WIN News, ABC News, The Age and The Guardian, as well as writing in outlets such as The Conversation and The Herald Sun.

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Select publications

Books

• Lewis, S., & Spratt, R. (2024). Assembling comparison: Understanding education policy through mobilities and assemblage. Bristol University Press: Bristol. https://doi.org/10.56687/9781529231342. Reviewed in Compare: A Journal of Comparative and International Education (2024).

• Lewis, S. (2020). PISA, policy and the OECD: Respatialising global educational governance through PISA for Schools. Springer Nature: Cham. https://doi.org/10.1007/978-981-15-8285-1. Reviewed in Comparative Education (2021); Globalisation, Societies and Education (2022).

Book Chapters

• Lewis, S., & Sargeant, J. (in press, due 2026). The right to education and the OECD and its PISA studies. In K. Beiter, J. De Groof, & B. Gerencsé (Eds.), Research Handbook on the Right to Education (pp. xxx-xxx). Cheltenham: Edward Elgar Publishing.

• Lewis, S., Langman, S., & Lingard, B. (in press, due 2025). Investing in scholars or just making dollars? Assessing the role of edubusinesses in schooling. In G. Brown & L. Harris (Eds.), Handbook of Social and Human Conditions in Assessment 2^nd edition (pp. xxx-xxx). Oxon: Routledge.

• Lingard, B., Lewis, S., & Holloway, J. (in press, due 2025). Governing teachers through data, and data as policy: The case of the Texas Teacher Evaluation and Support System (T-TESS). In D. Wyse, V. Baumfield, N. Mocker, & M. Reardon (Eds.), The BERA Sage International Handbook of Research-Informed Education Practice and Policy (pp. xxx-xxx). London: Sage.

• Spratt, R., Johansson-Fua, S., & Lewis, S. (in press, due 2025). A talatalanoa about Pacific education development regionalism: Insights from using a conjoined Policy Mobilities and Assemblage Theory (PMAT) lens. In I. Santos, E. Pekkola, & H. Posti-Ahokas (Eds.), Education development inside out: Organisational and professional realities of international organisation working for Global Educational Development (pp. xxx-xxx). Leiden: Brill

• Decuypere, M., & Lewis, S. (2025). Platformed professionalities: What digital platforms do to teacher professionality. In X. Dumay, T. Sorensen, & L. Paine, (Eds.), World Yearbook of Education 2025: The Teaching Profession in a Globalizing World: Governance, Career, Learning (pp. 179-195). Oxon: Routledge. http://dx.doi.org/10.4324/9781003441731-13

• Lewis, S. (2024). Platforming PISA: The OECD as a mobile governance actor in global education. In B. Williamson, J. Komljenovic, & K.N. Gulson (Eds.), World Yearbook of Education 2024: Digitalization of education in the era of algorithms, automation and artificial intelligence (pp. 175-195). Oxon: Routledge. https://doi/org/10.4324/9781003359722-14

• Lewis, S., Gulson, K.N., & McKenzie, M. (2024). Policy mobilities are more than global policy movement: Concepts and methodologies in education policy research. In D.B. Edwards Jr, A. Verger, K. Takayama, & M. McKenzie (Eds.), Researching global education policy: Diverse approaches to policy movement (pp. 189-208). Bristol: Policy Press. https://doi.org/10.2307/jj.9692660

• Gulson, K.N., Lewis, S., Cohen, D., Rowe, E., Yoon, E.-S., & Lubienski, C. (2022). Spatial theories, methods and education policy. In R. Tierney, F. Rizvi, K. Ercikan (Eds.), International encyclopaedia of education, 4th edition (pp. 29-36). Oxford: Academic Press. https://doi.org/10.1016/B978-0-12-818630-5.01008-3

• Lewis, S. (2022). Globalisation and education. In R. Tierney, F. Rizvi, K. Ercikan (Eds.), International encyclopaedia of education, 4th edition (pp. 1-10). Oxford: Academic Press. https://doi.org/10.1016/B978-0-12-818630-5.01001-0

• Lewis, S., Holloway, J., & Lingard, B. (2022). Emergent developments in the datafication and digitalisation of education. In F. Rizvi, B. Lingard, & R. Rinne (Eds.), Reimagining globalisation and education (pp. 62-78). London: Routledge. https://doi.org/10.4324/9781003207528

• Lewis, S., & Lingard, B. (2022). PISA for Sale? Creating profitable policy spaces through the OECD’s PISA for Schools. In C. Lubienski, M. Yemini, & C. Maxwell (Eds.), Rising powers in education: Global trends and local implications (pp. 91-112). Bristol: Policy Press. https://doi.org/10.51952/9781447359029.ch005

• Lewis, S. (2021). Research encounters on the move: Reflecting on policy mobilities and researcher positionality in policy sociology in education. In C. Addey & N. Piattoeva (Eds.), The practice of method: Intimate accounts of researching education policy (pp. 153-168). Oxon: Routledge. https://doi.org/10.4324/9781003123613

• Holloway, J., & Lewis, S. (2021). Datafication and surveillance capitalism: The Texas Teacher Evaluation and Support System. In C. Wyatt-Smith, B. Lingard, & E. Heck (Eds.), Digital disruption in teaching and testing: Assessments, big data, and the transformation of schooling (pp. 152-165). Oxon: Routledge. https://doi.org/10.4324/9781003045793-9

• Lewis, S. (2021). Data, diagnosis and prescription: Governing schooling through the OECD’s PISA for Schools. In S. Jornitz & A. Wilmers (Eds.), International perspectives in school settings, education policy and digital strategies: A transatlantic discourse on education research (pp. 253-265). Leverkusen: Verlag Barbara Budrich. https://doi.org/10.2307/j.ctv1gbrzf4.18

• Gulson, K. N., Lewis, S., Lingard, B., Lubienski, C., Takayama, K., & Webb, P. T. (2020). Policy mobilities and methodology: A proposition for inventive methods in education policy studies. In B. Lingard (Ed.), Globalisation and education (pp. 266-283). Oxon: Routledge. Reprint from original Critical Studies in Education article, 2017, 58(2). https://doi.org/10.1080/17508487.2017.1288150

• Lewis, S. (2019). Historicising new spaces and relations of the OECD’s global educational governance: PISA for Schools and PISA4U. In C. Ydesen (Ed.), The OECD’s historical rise in education: The formation of a global governing complex (pp. 269-289). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-33799-5_13

• Lewis, S. (2019). PISA: The international ranking for national school systems. In G. Ritzer & C. Rojek (Eds.), Blackwell encyclopaedia of sociology (pp. 1-2). Oxford: Wiley-Blackwell. https://doi.org/10.1002/9781405165518.wbeos1450

• Gulson, K. N., Lewis, S., Lingard, B., Lubienski, C., Takayama, K., & Webb, P. T. (2019). Policy mobilities and methodology: A proposition for inventive methods in education policy studies. In K. Gulson & C. Symes (Eds.), Education and the mobility turn (pp. 100-117). Oxon: Routledge. Reprint from original Critical Studies in Education article, 2017, 58(2). https://doi.org/10.1080/17508487.2017.1288150

• Lewis, S. (2018). Understanding new spaces and relations of global governance in education: The OECD’s PISA for Schools. In D. Kember & M. Corbett (Eds.), Structuring the thesis: Matching method, paradigm, theories and findings (pp. 349-356). Singapore: Springer. https://doi.org/10.1007/978-981-13-0511-5_35

• Lewis, S. (2017). Respatialising the global governance of education: The OECD’s PISA for Schools. In A. W. Wiseman & C. Taylor (Eds.), The OECD’s impact on education worldwide (pp. 181-206). New York: Emerald Group Publishing. https://doi.org/10.1108/S1479-367920160000031010

• Lingard, B., Sellar, S., & Lewis, S. (2017). Accountabilities in schools and school systems. In G. Noblit (Ed.), Oxford research encyclopaedia of education (pp. 1-28). New York: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.74

• Lingard, B., & Lewis, S. (2016). Globalisation of the Anglo-American approach to top-down, test-based educational accountability. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 387-403). New York: Routledge. https://doi.org/10.4324/9781315749136

Articles

• Lewis, S., & Langman, S. (in progress). The Apple Teacher ‘Festival of Learning’: The changing role of EdTech and new opportunities for digital education governance. Learning, Media and Technology.

• Lewis, S., & Lingard, B. (in progress). Where to for education policy: From the authoritative allocation of values to the authority of numbers and the allocation of implicit values. Journal of Education Policy.

• Matthews, J., & Lewis, S. (in progress). Schooling the country: A critical review of school improvement in rural, regional and remote Australian schools. Oxford Review of Education.

• Daniel, T., & Lewis, S. (under review). Professional contextual autonomy in early reading instruction: A conceptual framework to support teacher knowledge and agency. Teaching and Teacher Education.

• Lewis, S. (2025). Made up by metrics: Lifting the veil on the quantified school and soul. Journal of Education Policy, 40(1), 175-177. https://doi.org/10.1080/02680939.2024.2443306

• Hartong, S., Decuypere, M., & Lewis, S. (2025). Disentangling the temporalities of digital education governance: Methodological potentials of rhythmanalysis. Time and Society, 34(2), 178-201. https://doi.org/10.1177/0961463X241267338

• Sousa-Sá, E., Lander, N., Alqumsan, A.A., Mohamed, S., Alsanwy, S., Lewis, S., & Barnett, L.M. (2024). Physical Education teachers’ perceptions of a motor competence assessment digital app. Journal of Teaching in Physical Education, 43(2), 276-291. https://doi.org/10.1123/jtpe.2022-0222

• Decuypere, M., & Lewis, S. (2023). Topological genealogy: A methodology to research transnational digital governance in/through/as change. Journal of Education Policy, 38(1), 23-45. https://doi.org/10.1080/02680939.2021.1995629

• Holloway, J., Lewis, S., & Langman, S. (2023). Technical agonism: Embracing democratic dissensus in the datafication of education. Learning, Media and Technology, 48(2), 253-265. https://doi.org/10.1080/17439884.2022.2160987

• Lewis, S. (2023). (Re)drawing lines in our research: Using policy mobilities and network ethnography to research global policy networks in education. ECNU Review of Education, 6(4), 646-653. https://doi.org/10.1177/20965311231200908

• Lewis, S., & Decuypere, M. (2023). ‘Out of time’: Constructing teacher professionality as a perpetual project on the eTwinning digital platform. Tertium comparationis: Journal für International und Interkulturell Vergleichende Erziehungswissenschaft [Journal for International and Intercultural Comparative Education Science], 29(1), 22-47. https://doi.org/10.31244/tc.2023.01.02 

• Lewis, S., & Lingard, B. (2023). Platforms, profits and PISA for Schools: New actors, by-passes and topological spaces in global educational governance. Comparative Education, 59(1), 99-117. https://doi.org/10.1080/03050068.2022.2145006.

• Holloway, J., & Lewis, S. (2022). Governing teachers through datafication: Physical-virtual hybridity and language interoperability in teacher accountability. Big Data & Society, 9(2), 1-14. https://doi.org/10.1177/20539517221137553

• Lander, N., Lewis, S., Nahavandi, D., Amsbury, K., & Barnett, L. (2022). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society, 27(4), 434-448. https://doi.org/10.1080/13573322.2020.1862785

• Lewis, S. (2022). An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform. International Journal of Educational Research, 1-14. https://doi.org/10.1016/j.ijer.2022.102034

• Lewis, S. (2022). New practices of comparison, quantification and expertise in education: Conducting empirically based research. Comparative Education, 58(4), 566-568. https://doi.org/10.1080/03050068.2022.2107323

• Lewis, S., & Hartong, S. (2022). New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device. European Educational Research Journal, 21(6), 946-960. https://doi.org/10.1177/147490412110074

• Lewis, S. (2021). The turn towards policy mobilities and the theoretical-methodological implications for policy sociology. Critical Studies in Education, 62(3), 322-337. https://doi.org/10.1080/17508487.2020.1808499

• McKenzie, M., Lewis, S., & Gulson, K.N. (2021). Matters of (im)mobility: Beyond fast conceptual and methodological readings in policy sociology. Critical Studies in Education, 62(3), 394-410. https://doi.org/10.1080/17508487.2021.1942942

• Lewis, S. (2020). Understanding PISA's attractiveness: Critical analyses in comparative policy studies. Comparative Education Review, 64(3), 551-553. https://doi.org/10.1086/709725

• Lewis, S. (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), 484-502. https://doi.org/10.1080/03050068.2020.1769926

• Lewis, S. (2020). ‘Becoming European’? Respatialising the European Schools System through PISA for Schools. International Studies in Sociology of Education, 29(1-2), 85-106. https://doi.org/10.1080/09620214.2019.1624593

• Lewis, S., Savage, G.C., & Holloway, J. (2020). Standards without standardisation? Assembling standards-based reforms in Australian and US schooling. Journal of Education Policy, 35(6), 737-764. https://doi.org/10.1080/02680939.2019.1636140

• Lewis, S., & Hogan, A. (2019). Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education, 60(1), 1-18. https://doi.org/10.1080/17508487.2016.1219961

• Lewis, S., & Holloway, J. (2019). Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data. Cambridge Journal of Education, 49(1), 35-51. https://doi.org/10.1080/0305764X.2018.1441373

• Hardy, I., & Lewis, S. (2018). Visibility, invisibility and visualisation: The danger of school performance data. Pedagogy, Culture and Society, 26(2), 233-248. https://doi.org/10.1080/14681366.2017.1380073

• Lewis, S. (2018). PISA ‘Yet to Come’: Governing schooling through time, difference and potential. British Journal of Sociology of Education, 39(5), 683-697. https://doi.org/10.1080/01425692.2017.1406338

• Savage, G. C., & Lewis, S. (2018). The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy, 33(1), 118-142. https://doi.org/10.1080/02680939.2017.1325518

• Gulson, K. N., Lewis, S., Lingard, B., Lubienski, C., Takayama, K., & Webb, P. T. (2017). Policy mobilities and methodology: A proposition for inventive methods in education policy studies. Critical Studies in Education, 58(2), 224-241. https://doi.org/10.1080/17508487.2017.1288150

• Hardy, I., & Lewis, S. (2017). The ‘doublethink’ of data: Educational performativity and the field of schooling practices. British Journal of Sociology of Education, 38(5), 671-685. https://doi.org/10.1080/01425692.2016.1150155

• Lewis, S. (2017a). Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance? Education Policy Analysis Archives, 25(92), 1-25. https://doi.org/10.14507/epaa.25.2901

• Lewis, S. (2017b). ‘Follow the policy’: A topological account of Fast Policy and new relationalities. Discourse: Studies in the Cultural Politics of Education, 38(2), 298-304. https://doi.org/10.1080/01596306.2016.1226464

• Lewis, S. (2017c). Governing schooling through ‘what works’: The OECD’s PISA for Schools. Journal of Education Policy, 32(3), 281-302. https://doi.org/10.1080/02680939.2016.1252855

• Lewis, S. (2017d). Policy, philanthropy and profit: The OECD’s PISA for Schools and new modes of heterarchical educational governance. Comparative Education, 53(4), 518-537. https://doi.org/10.1080/03050068.2017.1327246

• Lewis, S., & Hardy, I. (2017). Tracking the topological: The effects of standardised data upon teachers’ practice. British Journal of Educational Studies, 65(2), 219-238. https://doi.org/10.1080/00071005.2016.1254157

• Lingard, B., & Lewis, S. (2017). Placing PISA and PISA for Schools in two federalisms, Australia and the USA. Critical Studies in Education, 58(3), 266-279. https://doi.org/10.1080/17508487.2017.1316295

• Lewis, S., Sellar, S., & Lingard, B. (2016). 'PISA for Schools': Topological rationality and new spaces of the OECD's global educational governance. Comparative Education Review, 60(1), 27-57. https://doi.org/10.1086/684458

• Lewis, S., & Hardy, I. (2015). Funding, reputation and targets: The discursive logics of high-stakes testing. Cambridge Journal of Education, 45(2), 245-264. https://doi.org/10.1080/0305764X.2014.936826

• Lewis, S., & Lingard, B. (2015). The multiple effects of international large-scale assessment on education policy and research. Discourse: Studies in the Cultural Politics of Education, 36(5), 621-637. https://doi.org/10.1080/01596306.2015.1039765

• Lewis, S. (2014). The OECD, PISA and educational governance: A call to critical engagement. Discourse: Studies in the Cultural Politics of Education, 35(2), 317-327. https://doi.org/10.1080/01596306.2014.899833

Studies with ARC funding

• 2026-2028, Australian Research Council, Discovery Project: Lewis, S. (lead CI), Aims, Responsibilities and Democratic Accountability of Australian Schooling. $427,796 AUD (under review).

• 2019-2023, Australian Research Council, Discovery Early Career Researcher Award: Lewis, S. (lead CI), Globalising School Reform Through Online Teacher Professional Learning. $340,383 AUD (awarded).

Accolades and awards

• Graduate Research Leadership Programme Graduate, Australian Council of Graduate Research, 2024

• “World’s Top 2% Scientists” List, Education, Stanford University, 2024

• Discovery Early Career Researcher Award Fellowship, Australian Research Council, 2018

• Outstanding Early-Career Paper Award, Comparative and International Education Society, 2018

• N.V. Varghese Prize for Comparative Education, The University of Queensland, 2017

• Alfred Deakin Postdoctoral Research Fellowship, Deakin University, 2016

• Research in Educational Leadership and Management Award, Australian Council for Educational Leaders, 2016

• Carolyn D. Baker Memorial Scholarship, The University of Queensland, 2015

Appointments and affiliations

• Principal Research Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2024 - present

• Senior Research Fellow and ARC DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2021 - 2023

• ARC DECRA Research Fellow, Research for Educational Impact Centre, Deakin University, 2019 - February 2021

• Alfred Deakin Postdoctoral Research Fellow, Research for Educational Impact Centre, Deakin University, 2017 - 2019

• Research Fellow, Melbourne Graduate School of Education, The University of Melbourne, 2016 - 2017

Editorial roles

• Convenor, Oceania Comparative and International Education Society Annual Conference: “What can and should Comparative and International Education research do?”, 2024

• Associate Editor, Critical Studies in Education, 2022 - present

• Associate Editor, The Australian Educational Researcher, 2020 - 2022

• Editorial Board Member, Globalisation, Societies and Education, 2021 -

• Special Interest Group Co-convenor, AARE Policy and Politics in Education, 2019 - 2023

Grant agency review panels 

• Australian Research Council, Detailed Assessor, 2020 - present

• Israel Science Foundation (ISF), Detailed assessor, 2020 - present

Public Engagement

My media appearances have extensive audience reach and Advertising Value Equivalency (AVE). For instance, my print, radio and podcast media appearances on the 2024 NAPLAN results (August 14, 2024) reached a combined total audience of 92,815,915 readers/listeners across Australia, the UK and the US, with an AVE of $858,547 USD [$1,298,016 AUD]. In Australia, these media contributions appeared in print, on radio and on podcasts across every state and territory and in every capital city, as well as many most regional centres. Similarly, my 2025 NAPLAN media appearances (March 12, 2025) generated an AVE of $201,257.49 USD [$$318,259.07 AUD] across Australian and UK media outlets.

Selected authored media articles

• Lewis, S. (2025, January 27). Take breaks, research your options and ditch your phone: How to survive Year 12.The Conversation.

• Lewis, S. (2024, November 27). 56 Year 12 exams in Victoria have been compromised, including maths and biology. What does this mean for students?The Conversation.

• Lewis, S. (2023, December 15). ‘Practically perfect’: Why the media’s focus on ‘top’ Year 12 students needs to change. The Conversation.

• Holloway, J., Savage, G.C., & Lewis, S. (2023, February 13). What do the NAPLAN test changes mean for schools and students? The Conversation.

• Lewis, S. (2022, July 18). Why is tech giant Apple trying to teach our teachers? The Conversation.

• Holloway, J., & Lewis, S. (2019, August 29). No, minister! Keep NAPLAN results away from student job applications. The Conversation.

• Lewis, S., & Holloway, J. (2019, August 29). Opinion: NAPLAN has lost sight of its main purpose. Herald Sun, 29.

• Goss, P., Lewis, S., & Irvine, S. (2019, April 3). Don’t be fooled, billions for schools in Budget 2019 aren’t new. And what happened to the national evidence institute? The Conversation.

• Savage, G.C., Holloway, J., & Lewis, S. (2018, August 28). NAPLAN 2018 summary results: A few weeks late, but otherwise little change from previous years. The Conversation.

• Gorur, R., & Lewis, S. (2017, November 17). NAPLAN has done little to improve student outcomes. The Conversation. https://theconversation.com/naplan-has-done-little-to-improve-student-outcomes- 86049.

• Hogan, A., & Lewis, S. (2017, March 15). Fast policy: Reform first and ask questions later?Unite for Quality Education.

• Lewis, S., & Hogan, A. (2016, September 12). Fast policy: When educational research morphs into quick fixes and ‘silver bullets’. AARE EduResearch Matters.

• Savage, G.C., & Lewis, S. (2016, September 23). Gonski was corrupted, but Labor and Coalition both to blame. The Conversation.

Selected media appearances

• ABC Radio National. (2025, March 24). Qld signs education funding agreement. ABC Radio PM.

• The Record. (2025, March 14). NAPLAN doesn’t have to be a testing time for all – ACU expert. The Record.

• 7News Melbourne. (2025, March 12). Live TV interview segment between Mike Amor and A/Prof. Steven Lewis on NAPLAN 2025 testing (1m 46s). 4pm bulletin. 7News.

• 7News Melbourne. (2025, March 12). TV appearance by A/Prof. Steven Lewis on NAPLAN 2025 testing (1m 46s). 6pm bulletin. 7News.

• Win News Ballarat. (2025, March 12). TV appearance by A/Prof. Steven Lewis on NAPLAN 2025 testing (1 min 30 s). Win News.

• Education HQ. (2025, March 12). NAPLAN 2025: national literacy and numeracy testing draws mixed response. Education HQ.

• J, Sammy. (2025, March 12). Live radio interview with Sammy J on 774 ABC Melbourne Mornings on NAPLAN. (8m).

• The Educator. (2025, March 12). Students’ reading and writing skills put to the test as NAPLAN begins. The Educator.

• Wilson, R. (2025, March 12). Live radio interview with Ron Wilson on 2SM Ron Wilson for Breakfast on NAPLAN. (1m).

• Cueto, J. (2025, January 24). Tips for a safe and smooth start to the 2025 school year. The Educator Australia.

• Silvester, B. (2025, January 24). Back to school: Top tips every parent or carer should know. The Courier.

• Education Daily. (2025, January 23). Education experts’ key tips for a safe and successful school year. Education Daily.

• Borg, R., & O’Brien, S. (2024, December 14). Twist in the race to be Victoria’s best schools. Herald Sun.

• Elliott, T. (2024, December 12). Live radio interview with Tom Elliott on 3AW Mornings on ATAR scores. (9m).

• Cassidy C. (2024, December 8). ‘Alarm bells’: Why are Australian boys doing better than girls in maths and science? The Guardian.

• Duggan, S. (2024, November 29). Tip of the iceberg: VCE bungle implications go far beyond simple technical breach. Education HQ.

• 7News Melbourne. (2024, November 19). Live TV interview segment between Rochelle Brown and A/Prof. Steven Lewis on VCE controversy (1m 46s). 6pm bulletin. 7News.

• ABC Radio Melbourne. (2024, November 19). Live radio interview with Sammy J on ABC Radio Melbourne Breakfast on VCE controversy. (7m 48s).

• O’Brien, S., & Borg, R. (2024, November 19). Disgruntled parents could take legal action over VCE exams bungle. Herald Sun.

• Smith, M. (2024, November 5). Changing futures as more Ballarat year 12 VCE students forego ATAR. The Ballarat Courier.

• ABC Radio WA. Live radio interview with Andrew Collins on ABC Radio WA Stateside Drive programme on WA students taking ATAR-scoring courses. (7m 4s). ABC Radio WA.

• ABC Radio Goldfields. Live radio interview with Andrew Collins on ABC Radio WA Stateside Drive programme on WA students taking ATAR-scoring courses. (7m 4s). Syndicated on ABC Radio Goldfields.

• O’Brien, S., & Borg, R. (2024, October 8). Victoria’s teacher shortage ‘crisis’: Taxpayers forking out $1m a day to cover relief teacher wages. Herald Sun.

• Groves, E. (2024, September 5). 'Be okay with detours': Why your ATAR doesn't determine your success. ABC News.

• Furze, A. (2024, August 27). Selfies, ‘spacing’ and support: how to de-stress the VCE. The Age.

• (2024, August 14). Live radio interview with Tom Elliott on 3AW Radio Melbourne’s Mornings programme on 2024 NAPLAN results (4m 12s). 3AW.

• ABC Radio Melbourne. (2024, August 14). Live radio interview with Ali Moore on ABC Radio’s MelbourneDrive programme on 2024 NAPLAN results (4m 25s). ABC Radio Melbourne.

• ABC Radio Victoria. (2024, August 14). Live radio interview with Prue Bentley on ABC Radio Victoria’s Statewide Drive programme on 2024 NAPLAN results (7m 10s). ABC Radio Victoria.

• Inness, R. (2024, August 14). Queensland’s NAPLAN results show concerning declines. The Courier Mail.

• O’Brien, S., Borg, R., & Delibasic, S. (2024, August 14). Victorian students sink to new lows in English, maths in NAPLAN testing. Herald Sun.

• (2024, August 14). 'Wake-up call': one in three kids fail basic standards.Daily MailUK. This story was republished in 78 other AAP mastheads, nationally (all states and territories and capital cities) and internationally (UK, US)

• Halliday, C. (2024, August 8). Steven Lewis’ response to the Better and Fairer Schools Agreement.Education Daily.

• Lansdown, S. (2024, July 31). Clare sets deadline for states to sign onto public school funding reforms.The Canberra Times.

• ABC Radio Victoria. (2024, July 31). Live radio interview with Prue Bentley on ABC Radio Victoria’s Statewide Drive programme on new national funding agreement (BFAS) (7m 38 s). ABC Radio Victoria.

• Win News Ballarat. (2024, July 4). TV appearance by A/Prof. Steven Lewis on Ballarat being named Australia’s second-best university town (1 min 26 s). Win News.

• 7News Melbourne. (2024, May 22). Live TV interview segment between Mike Amor and A/Prof. Steven Lewis on Australian students’ classroom behaviour and engagement (4 minutes). 7News.

• Fresh Ed (2024, February 26). Steven Lewis and Rebecca Spratt: Policy Mobilities and Assemblage Theory. FreshEd.

• Education HQ. (2024, January 19). The media’s obsession with ‘perfect’ ATAR students is wrong: expert. Education HQ.

• ABC Radio North and West South Australia. (2023, December 18). Live to air radio interview with Tom Mann during Breakfast (7.20-7.30am).

• ABC Radio Perth. (2023, December 18). Live to air radio interview with Damian Smith during Breakfast (10.40-10.55am).

• Borg, R., O’Brien, S., & Delibasic, S. (2023, December 10). Students encouraged to take care of each other as countdown to results day ticks down. HeraldSun.

• O’Brien, S., & Delibasic, S. (2023, December 6). Why Victorian teens aren’t as smart as they were 20 years ago. Herald Sun.

• Precel, N. (2023, October 2). It’s VCE exam time, but not all students are focused on the score. The Age.

• 7News Melbourne. (2023, August 9). Live TV interview segment between Blake Johnson and Dr. Steven Lewis on VCE special consideration rates (3.5 minutes). 7News.

• O’Brien, S., & Delibasic, S. (2023, August 8). Stressed out private school students given VCE help. Herald Sun.

• O’Brien, S., & Perillo, S. (2023, February 23). Private schools with most bang for your buck. Herald Sun.

• Houlahan, A. (2023, February 23). Teachers’ union slams NAPLAN after results released. The Canberra Times.

• Carey, A. (2022, July 14). Apple for Teachers is a recipe for corporate creep, expert warns. The Sunday Age.

• Duggan, S. (2022, July 20). Tech giant Apple wielding ‘unprecedented’ influence on teacher expertise: study. Education HQ.

• Little, G. (2022, April 22). ‘What are the dangers?’ Tech companies’ influence growing in schools, expert warns. Education HQ.

• Henebery, B. (2022, April 19). Big tech in schools: Striking the right balance. The Educator Australia.

• Lewis, S. (2020, May 14). Where to for NAPLAN? Live MCERA media Q&A. MCERA.

• Saroukos, R. (2019, September 16). Teacher vs. student: What ratios look like in the Territory. The NT News.

• Bennett, S., & Egan, G. (2019, September 16). Public vs. private: Which Queensland schools have the best teacher-student ratios. The Courier Mail.

• Lewis, S. (2019, September 13). Should NAPLAN results be on your resume? 2SER 107.3 Radio.

• Education HQ News. (2019, May 10). NAPLAN results do not measure individual performance, experts argue. Education HQ Australia.

• Smith, L. (2018, September 13). At an OECD glance, we’re an education mélange. Campus Review.

• Lewis, S. (2018, August 8). Radio interview: NAPLAN 2018 results. 2GB Radio Sydney.

• Education HQ News. (2018, August 8). Experts weigh in on NAPLAN debacle. Education HQ Australia.

• Lewis, S. (2018, May 10). What NAPLAN can and can’t tell us: NAPLAN and education policy media briefing. Media Centre for Education Research Australia (MCERA).

Personal research website

• Research Gate: https://www.researchgate.net/profile/Steven-Lewis-4

• Google Scholar: https://scholar.google.com/citations?user=5Unla90AAAAJ&hl=en

• The Conversation: https://theconversation.com/profiles/steven-lewis-301546