Coping with multiple innovations in schools: An exploratory study

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Abstract
This paper reports on small‐scale exploratory research into the ways in which schools manage, alongside ongoing work, the concurrent implementation of innovations generated by central government's agenda for education reform, by LEAs, and by the schools themselves. A description is given of the changing pattern of innovations, key internal and external factors influencing their adoption and implementation, the central management strategies employed, and outcomes of the experience of managing multiple innovations. Tentative suggestions are put forward for the provision of practical support for schools.

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