New Leaders in Early Years: Making a Difference for Children In England

Autor/inn/en	Carroll-Meehan, Catherine; Bolshaw, Polly; Hadfield, Eleanor
Titel	New Leaders in Early Years: Making a Difference for Children In England
Quelle	In: Early Child Development and Care, 189 (2019) 3, S.416-429 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carroll-Meehan, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1324436
Schlagwörter	Foreign Countries; Early Childhood Education; Leadership; Disadvantaged Youth; Program Effectiveness; Social Justice; Sustainability; Leadership Role; Models; Instructional Leadership; Knowledge Level; Recognition (Achievement); Ethics; Values; Specialization; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Führung; Führungsposition; Benachteiligter Jugendlicher; Soziale Gerechtigkeit; Nachhaltigkeit; Analogiemodell; Instruction; Leadership; Bildung; Erziehung; Wissensbasis; Soziale Anerkennung; Ethik; Wertbegriff; Arbeitsteilige Spezialisierung
Abstract	This paper examines the extent by which the four domains of the sustainable early childhood leadership model were evident in the experiences of New Leaders in Early Years (NLEY) participants. This original piece of research explores the impact of pedagogical leadership and focuses on participants recruited to a national pilot to make a difference for children in areas of social disadvantage in England. The significance of this paper is timely given the continued focus on leadership, evidenced in the 'Early Years Workforce Strategy' [Department for Education. (2017). Retrieved March 30, 2017, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596884/Workforce_strategy_02-03-2017.pdf]. This paper contributes a conceptual framework for early childhood leadership as a methodological tool to make sense of the data. The findings suggest that NLEY did have an impact on the settings and the families they were working with and that the conceptual framework for early childhood leadership was an effective tool for making sense of their journey from novice to leader. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01