Research

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14 pages, 265 KiB

Open AccessArticle

The Quality of Early Childhood Curricula and Distributed Leadership in Lithuanian ECEC Institutions

by Agne Brandisauskiene, Jurate Cesnaviciene, Milda Bredikyte and Regina Sabaliauskiene

Educ. Sci. 2024, 14(2), 166; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14020166 - 05 Feb 2024

Viewed by 747

The early childhood curriculum is an integral part of the educational process, and many countries are looking at how to ensure its quality. With the decentralization of educational content in Lithuania, each Early Childhood Education and Care (ECEC) institution develops its own curriculum. [...] Read more.

The early childhood curriculum is an integral part of the educational process, and many countries are looking at how to ensure its quality. With the decentralization of educational content in Lithuania, each Early Childhood Education and Care (ECEC) institution develops its own curriculum. In this case, the role of the head teacher at school and the leadership style they adopt become very important. Our study aims to investigate the expression of shared leadership in Lithuanian preschool education institutions and how it relates to the curriculum quality. An online survey was conducted in spring–autumn 2023. The sample was randomly selected from a list of kindergartens (N = 549) operating in Lithuania, and 133 kindergartens were selected. Of these, 79 (59.4%) institutions responded and agreed to participate. The research sample comprised 461 early childhood educators. The analysis of the survey data showed that distributed leadership can explain 61.3% of the quality of the curriculum. This means that if there is a higher degree of distributed leadership in the early childhood education community, the quality of the ECEC curriculum will likely be higher. ECEC leaders should pay attention to the individual scales of distributed leadership, collaboration, and cooperation. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

7 pages, 193 KiB

Open AccessArticle

A Case Study of the Benefits of the Science Learning Partnerships in Early Years and Primary Education in England

by Deborah Emily Outhwaite, Jane Banham and Anna Cummings

Educ. Sci. 2022, 12(2), 107; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020107 - 03 Feb 2022

Cited by 2 | Viewed by 1805

Abstract

This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using ‘Super [...] Read more.

This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using ‘Super SLP’ hubs in England. Curriculum Hubs exist in core subject areas such as maths, English, science and computing. They have recently been expanded to include Behaviour Hubs. This forms the current DfE strategy of Teaching School Hubs (TSHs), i.e., to offer system support and a full career-length support for all stages of teacher-career and leadership development. This paper charts the changes to the Early Years (EY) and Primary teacher support networks, in science particularly, and examines what they provide and how this can be improved, and discusses, through session evaluation and feedback, what teachers have appreciated the most. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

13 pages, 722 KiB

Open AccessArticle

Leadership in Implementing Inclusive Education Policy in Early Childhood Education and Care Playrooms in South Africa

by Keshni Bipath, Jongiwe Tebekana and Roy Venketsamy

Educ. Sci. 2021, 11(12), 815; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120815 - 16 Dec 2021

Cited by 4 | Viewed by 3982

Abstract

Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children [...] Read more.

Leadership plays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings in the South African context. This article explored the leadership of the Inclusive Education Policy (IEP) and the challenges experienced by ECD centre managers and teachers. Children with disabilities are most vulnerable, marginalised, and denied access to early education, especially in rural communities. Grounded in Bronfenbrenner’s ecosystems theory, the study adopted a qualitative approach. The participants included three centre managers and three teachers from Early Childhood Development centres in the Eastern Cape, South Africa. The findings revealed that most participants had minimal knowledge and understanding of the policy and its implementation. There was also a lack of leadership from the policymakers to ensure that the IEP was monitored, supported, and implemented. Our recommendations are that all ECD practitioners receive appropriate training and development on the policy, ongoing support and guidance in implementing the policy, and proper resources for their centres and playrooms (financial, physical, and human resources). Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

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12 pages, 224 KiB

Open AccessArticle

School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?

by Rebekah Charlotte Gear and Krishan Kumar Sood

Educ. Sci. 2021, 11(11), 753; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110753 - 20 Nov 2021

Cited by 1 | Viewed by 3002

Abstract

The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; [...] Read more.

The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; leadership of additional student support; leadership of a team or phase and leadership of a specific school improvement priority. Educational middle leadership is founded on the notion of bringing together the duty of contributing to a strategic leadership remit whilst remaining firmly within the role of a classroom practitioner. It is argued that this ‘space’ for middle leadership is due to the increasingly hierarchical organisational structures of schools; consequently, being viewed as the ‘middle layer’. However, it is often unclear how much real authority or autonomy middle leaders have either to act strategically or make leadership decisions for their school. Despite many studies having previously explored the impact of senior leadership in improving school systems through deploying varied leadership styles, there is an absence in literature underpinning what constitutes effective strategic middle leadership. This study explored and interrogated the strategic ability of middle leadership, to contribute to this discourse. It critically reflected on the effectiveness of middle leadership, in a small-scale context, when making sustainable curriculum changes to a primary school’s maths curriculum. The research methodology adopted was an autoethnographic approach. It used a documentary method, that consisted of a reflective journal, kept by the first researcher, who was also a maths curriculum middle leader within an English primary school. The reflective journal was used as an authenticated document for elucidation and analysis. The main findings suggested that collective leadership was appropriate for this research context. The study further evidenced the reality of how personal, yet important understanding leadership cultures are, in all levels of leadership. The conclusion pointed to the direction of middle leaders being more successful if they were strategic, and therefore must both find and develop systems that assist them to be located on the “balcony” rather than only the dance floor. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

10 pages, 244 KiB

Open AccessArticle

Views from the Inside: Roles of Deputy Directors in Early Childhood Education in Finland

by Leena Halttunen and Manjula Waniganayake

Educ. Sci. 2021, 11(11), 751; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110751 - 19 Nov 2021

Cited by 1 | Viewed by 2390

Abstract

This study explored the perceptions of deputy directors about their leadership in Early Childhood Education (ECE) centres in Finland. Our aim was to look beyond task distribution and understand how deputy directors enacted leadership with their colleagues. Six deputy directors employed in one [...] Read more.

This study explored the perceptions of deputy directors about their leadership in Early Childhood Education (ECE) centres in Finland. Our aim was to look beyond task distribution and understand how deputy directors enacted leadership with their colleagues. Six deputy directors employed in one municipality in Finland participated in this study. Interviewed individually, the participants discussed how they themselves perceived being in a leadership position and what their leadership looked like in practice. The emphasis they placed on the various relationships highlight the importance of paying attention to the relational dynamics amongst staff within a centre, taking into account both formal and informal authority. Given the increasing global interest in understanding leadership enactment within ECE centres, and its connection with quality service provision, knowledge of the positional leadership roles of deputy directors is of importance to the ECE sector. This is one of the first studies dedicated to exploring the work of ECE deputy directors. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

10 pages, 220 KiB

Open AccessArticle

Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

by Chris Rolph

Educ. Sci. 2021, 11(11), 740; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110740 - 16 Nov 2021

Viewed by 1958

Abstract

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) [...] Read more.

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

14 pages, 432 KiB

Open AccessArticle

Outstanding Primary Leadership in Times of Turbulence

by Colin Howard and Jaswinder K. Dhillon

Educ. Sci. 2021, 11(11), 714; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110714 - 06 Nov 2021

Cited by 3 | Viewed by 1818

Abstract

Leadership and management in schools have sought to produce high quality education for all pupils. To inform and support school leaders’ educationalists have developed theories and undertaken research studies identifying the relationships, contexts and characteristics that enable effective leadership. However, recent times of [...] Read more.

Leadership and management in schools have sought to produce high quality education for all pupils. To inform and support school leaders’ educationalists have developed theories and undertaken research studies identifying the relationships, contexts and characteristics that enable effective leadership. However, recent times of turbulence in primary schools have had an inevitable impact upon the key drivers for successful leadership and management. This study builds upon our previous research into outstanding leadership in primary education to examine the impact that such change has had upon the leadership of serving head teachers. It utilises an adapted Q-sort methodology to identify the views of serving head teachers to gain insights into the impact that such change has had upon their leadership. Overall, the analysis identified a need for aspirational characteristics of leadership, underpinned by personal values to guide schools in such times, as they strive to produce high quality education. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

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13 pages, 251 KiB

Open AccessArticle

A Bourdieusian Analysis of Good Practice Partnerships: Implications for Private, Voluntary and Independent Early Childcare Leaders

by Samantha McMahon, Nicola Firth and Andrew Youde

Educ. Sci. 2021, 11(11), 707; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110707 - 04 Nov 2021

Viewed by 1481

Abstract

This article applies the theoretical lens of Bourdieu to explore leadership and the distribution of power between teachers and early childhood practitioners in the private voluntary and independent (PVI) sector in a good practice partnership. It questions the effectiveness of such partnerships in [...] Read more.

This article applies the theoretical lens of Bourdieu to explore leadership and the distribution of power between teachers and early childhood practitioners in the private voluntary and independent (PVI) sector in a good practice partnership. It questions the effectiveness of such partnerships in bringing about sustained improvements to practice in this sector. Data were collected in three focus groups with practitioners from 10 settings that were recruited by a consortium of schools to the partnership to take part in a 10-week intervention. The findings showed that the power imbalance between teachers and early childhood practitioners cancelled out collaborative pedagogical models of leadership intended to underpin the good practice partnership. Furthermore, this power imbalance contributed to the lack of sustainability of the intervention. In conclusion, leadership practices need to be more closely aligned between early childhood practitioners and teachers by drawing on ideas of moral leadership elicited from a symbolic frame. The article has relevance for leaders operating in collaborative contexts where existing power imbalances are evident. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

Review

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16 pages, 1314 KiB

Open AccessReview

The Pursuit of Happiness: Leadership Challenges of Recognising and Supporting Child Health and Wellbeing in the Early Years

by Françoise Peill

Educ. Sci. 2022, 12(2), 113; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020113 - 08 Feb 2022

Cited by 2 | Viewed by 4043

Abstract

This study examined the leadership approach to child health and wellbeing within the early-years sector; it drew upon the evidence from thirty-two practitioners and ten nursery managers. Practitioners evidenced the challenges in recognising the signs and symptoms of low wellbeing and in monitoring [...] Read more.

This study examined the leadership approach to child health and wellbeing within the early-years sector; it drew upon the evidence from thirty-two practitioners and ten nursery managers. Practitioners evidenced the challenges in recognising the signs and symptoms of low wellbeing and in monitoring progress. A constructivist paradigm enabled qualitative data to be collected from an interactive questionnaire and three focus groups of nursery managers. Analysis was supported by two wellbeing models: the PERMA model (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) and the SHANARRI wheel (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included). The findings accentuated the lack of confidence of practitioners in identifying the precursors of health and wellbeing, and their ability to monitor the progress to support children. In conclusion, a clear definition of health and wellbeing should be adopted by managers; their leadership is vital to support the training of practitioners sharing their knowledge and experience to less-qualified staff. The main issues to transpire highlighted that clear mandatory guidance should be available for early-years practitioners, and the creation of a bespoke early-years model to measure child health and wellbeing. Full article

(This article belongs to the Special Issue Leadership of/in Early Years—Primary Education Sector: An International Perspective)

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