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ABSTRACT
The purpose of the current article is to reflect systematically on articles published in Leadership and Policy in Schools (LPS) since its foundation in 2002 to the present time (2016). Based on qualitative content analysis of the journal’s articles, it was found that LPS has published articles about clear and demarcated areas of study, such as policy, reforms, educational change, leadership, middle management, managerial procedures in schools, and school–community relationships. Particularly, LPS seems to be distinctive compared to other journals in the field in that it combines knowledge about policy (including education districts) with knowledge about educational administration in schools.