ABSTRACT

This article analyses the ways in which leaders in Multi-Academy Trusts (MATs) in England work to develop shared improvement practices across the schools they operate. It draws on case study evidence gathered as part of a larger mixed methods study (Greany [2018]. Sustainable Improvement in Multi-school Groups. DfE Research report 2017/038. London: Department for Education). There are now more than 1200 MATs in England, operating anywhere between two and 50+ academies within a single organisational structure. A key question facing MAT leaders is whether, where and how far to seek integration between member schools, especially given the argument that such integration can ensure that teaching and learning practices are being consistently applied. The research reveals varying levels of standardisation, alignment and autonomy across different aspects of practice (assessment, curriculum and pedagogy). While some MAT leaders seek to standardise and regulate most areas of practice, others emphasise more organic or co-designed approaches to building shared norms and/or allow space for local contextualisation. Drawing on research into ‘Mergers and Acquisitions’ and Post-Merger Integration’ in organisational studies, we analyse the theories of action which underpin these leaders’ approaches and set out a typology aimed at strengthening understanding of MAT approaches to improvement.

摘要

本文分析了英格兰 Multi-Academy Trusts (MATs) 的领导者如何在他们经营的学校中制定共享的改进实践。它借鉴了作为更大的混合方法研究的一部分收集的案例研究证据（Greany [2018]。多学校团体的可持续改进. DfE 研究报告 2017/038。伦敦：教育部）。现在英格兰有 1200 多个 MAT，在一个组织结构内的 2 到 50 多个学院之间的任何地方运营。MAT 领导者面临的一个关键问题是成员学校之间是否、在何处以及在多大程度上寻求整合，特别是考虑到这种整合可以确保教学和学习实践得到一致应用的论点。该研究揭示了实践的不同方面（评估、课程和教学法）的不同程度的标准化、一致性和自主性。虽然一些 MAT 领导者寻求标准化和规范大多数实践领域，但其他人强调更有机或共同设计的方法来建立共享规范和/或为当地情境化留出空间。