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Educational Review Volume 75, 2023 - Issue 2
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Articles

Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts

Michalis Constantinidesa School of Education, University of Waikato, Hamilton, New Zealand;b UCL Centre for Educational Leadership, Department of Learning and Leadership, University College London, Institute of Education, London, UKCorrespondence[email protected] [email protected]
ORCID Iconhttps://orcid.org/0000-0002-6454-298X
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Pages 287-304 | Received 22 Oct 2020, Accepted 08 Apr 2021, Published online: 05 May 2021

Citations (5)

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Read on this site (3)

Michalis Constantinides. (2022) Executive Leadership and the Coupling Nature of the Relationship between Educational Organizations and Member Schools in England. Leadership and Policy in Schools 0:0, pages 1-16.
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Jonathan Culpin & Trevor Male. (2022) Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust. School Leadership & Management 42:3, pages 293-308.
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Mark Innes. School policy actors and their policy work in a multi-academy trust. Journal of Educational Administration and History 0:0, pages 1-14.
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Articles from other publishers (2)

Jacqueline Baxter & Katharine Jewitt. (2021) The scheme of delegation as a sensemaking framework in multi-academy trusts in England: Useful tool or constraint?. Educational Management Administration & Leadership 52:1, pages 253-273.
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Daniel Pražák & Dominik Dvořák. (2022) Síťování škol: Případová studie Anglie. ORBIS SCHOLAE 16:1, pages 55-78.
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