Steven Lewis – författare

The ultimate guide to the undervalued yet essential skill of selling yourself and becoming an outstanding communicator. In today’s competitive business landscape, the art of communication is more important than ever. It’s essential to develop a deep awareness of not only what we say, but also how we deliver it, resulting in a message that is both credible and incredibly impactful. In this era of digital communication and information overload, clear messaging has never been more vital – and personal credibility has never been more valuable. Regardless of experience or expertise, no interview, pitch or meeting will be successful unless it is succinctly, confidently and convincingly delivered. InCredible Communication brings 75 years’ combined experience of practical expertise to the art of effective business communication. Exploring both individual credibility and wider corporate culture, this book provides intuitive tools and techniques that anyone can use to become a more effective communicator or salesperson. It explores the best techniques when communicating in any medium – whether you are conversing in-person, over Zoom or even via social media.

This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.These approaches challenge taken-for granted and universalizing concepts in policy research and policy work in CIE – such as the nation-state, policy making/policy enactment, global/local, Global North/Global South – and highlight how policy is contingent on emerging through complex relations between people and places. Using illustrative cases drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.

This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test.  Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'.The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we mightpractise a policy sociology in which the local is acknowledged as a relevant space of concern.

This book explores new modes, spaces and relations of the Organisation for Economic Cooperation and Development (OECD)'s global educational governance associated with the PISA for Schools test.  Adopting a theoretically-rich policy sociology approach, with an emphasis on topological understandings of spatiality and power, the book examines the entire PISA for Schools policy cycle, from its initial development, to its administration and promotion in the U.S., and its local enactment by schools and teachers. It demonstrates how PISA for Schools helps to steer how schooling is locally understood and practised through separate and yet overlapping techniques: governing by (1) heterarchy, (2) respatialisation and (3) 'best practice'.The book reveals the specific effects of PISA for Schools as an exemplar of how global educational governance is increasingly enfolded within contemporary schooling, as well as discussing how we mightpractise a policy sociology in which the local is acknowledged as a relevant space of concern.