Citations (50)
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Belinda C. Hughes. (2023) Writing a genealogical ethnography of a multi-academy trust. Journal of Educational Administration and History 0:0, pages 1-17.
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Helen Gunter & Steve Courtney. (2023) Policy Mortality and UK Government Education Policy for Schools in England. British Journal of Educational Studies 71:4, pages 353-371.
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Cécile Mathou, Marc Sarazin & Xavier Dumay. (2023) Reshaped teachers’ careers? New patterns and the fragmentation of the teaching profession in England. British Journal of Sociology of Education 44:3, pages 397-417.
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Michalis Constantinides. (2023) Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts. Educational Review 75:2, pages 287-304.
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Catherine Lloyd & Peter Wolstencroft. (2022) Yes, but what happens next? Succession planning in English further education colleges. Research in Post-Compulsory Education 27:3, pages 391-412.
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Mark Innes & Colin Mills. (2022) “Those in the know”: primary school literacy as a corporate field of knowledge?. English in Education 56:3, pages 273-286.
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Megan Crawford, Bronwen Maxwell, John Coldron & Tim Simkins. (2022) Local authorities as actors in the emerging “school-led” system in England. Educational Review 74:4, pages 788-804.
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Cécile Mathou, Marc A. C. Sarazin & Xavier Dumay. (2022) Whither employment protections? Deregulation and the flexibilisation of the teaching workforce in the state-funded sector. Journal of Education Policy 37:2, pages 285-307.
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Belinda C. Hughes. (2022) Investigating the realist networks of the Chief Executive Officer of a multi-academy trust. Educational Review 74:2, pages 243-262.
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Lewis Entwistle. (2022) Repositioned professionals and heterodox: a response to the precarity of reform in further education. Journal of Educational Administration and History 54:1, pages 85-104.
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Sonia Exley. (2021) ‘Opening up’ Education Policy Making in England – Space for Ordinary Citizens’ Participation?. Representation 57:2, pages 245-261.
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Stephen Vainker. (2021) From employee voice to pupil voice: taking the ‘high road’ from the factory to the classroom. Journal of Educational Administration and History 53:1, pages 21-34.
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Chris Wilkins, Brad Gobby & Amanda Keddie. (2021) THE NEO-PERFORMATIVE TEACHER: SCHOOL REFORM, ENTREPRENEURIALISM AND THE PURSUIT OF EDUCATIONAL EQUITY. British Journal of Educational Studies 69:1, pages 27-45.
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Belinda C. Hughes, Steven J. Courtney & Helen M. Gunter. (2020) RESEARCHING PROFESSIONAL BIOGRAPHIES OF EDUCATIONAL PROFESSIONALS IN NEW DARK TIMES. British Journal of Educational Studies 68:3, pages 275-293.
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Craig Skerritt & Maija Salokangas. (2020) Patterns and paths towards privatisation in Ireland. Journal of Educational Administration and History 52:1, pages 84-99.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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Craig Skerritt. (2019) Privatization and ‘destatization’: school autonomy as the ‘Anglo neoliberalization’ of Irish education policy. Irish Educational Studies 38:2, pages 263-279.
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Amanda McKay. (2018) Power and the ‘autonomous’ principal: autonomy, teacher development, and school leaders’ work. Journal of Educational Administration and History 50:4, pages 379-396.
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Stephen Vainker & Adrian R. Bailey. (2018) Students as human resources in the corporatised school. British Journal of Sociology of Education 39:6, pages 778-792.
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Carol Thompson & Peter Wolstencroft. (2018) Trust into mistrust: the uncertain marriage between public and private sector practice for middle managers in education. Research in Post-Compulsory Education 23:2, pages 213-230.
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Steven J. Courtney. (2018) Modernising school governance: corporate planning and expert handling in state education. British Journal of Sociology of Education 39:3, pages 407-411.
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Stephen M. Rayner, Steven J. Courtney & Helen M. Gunter. (2018) Theorising systemic change: learning from the academisation project in England. Journal of Education Policy 33:1, pages 143-162.
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Steven J. Courtney. (2018) Privatising educational leadership through technology in the Trumpian era. Journal of Educational Administration and History 50:1, pages 23-31.
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Steven J. Courtney. (2017) Corporatising school leadership through hysteresis. British Journal of Sociology of Education 38:7, pages 1054-1067.
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Steven J. Courtney. (2015) Mapping school types in England. Oxford Review of Education 41:6, pages 799-818.
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Agnieszka Gromkowska-Melosik, Inetta Nowosad, Aleksandra Boroń, Marzanna Farnicka, Marcin Gierczyk & Arkadiusz Tyda. 2024. Politics, Education and Social Change. Politics, Education and Social Change
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Amanda Keddie, Katrina MacDonald, Jill Blackmore, Ruth Boyask, Scott Fitzgerald, Mihajla Gavin, Amanda Heffernan, David Hursh, Susan McGrath-Champ, Jorunn Møller, John O’Neill, Karolina Parding, Maija Salokangas, Craig Skerritt, Meghan Stacey, Pat Thomson, Andrew Wilkins, Rachel Wilson, Cathy Wylie & Ee-Seul Yoon. (2022) What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?. The Australian Educational Researcher 50:5, pages 1571-1597.
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Robert Gandy, Peter Wolstencroft, Katherine Geer & Leanne de Main. (2023) Clear vision: a step towards unravelling student recruitment in English universities?. Benchmarking: An International Journal.
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Fiona Creaby. (2021) Positioning school business practitioners in the English school system. Management in Education 35:2, pages 83-93.
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Craig Skerritt. (2018) Discourse and teacher identity in business-like education. Policy Futures in Education 17:2, pages 153-171.
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