Bringing together the experiences of professionals from around the world, this text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children, families, staff and practitioners, and ensure high quality provision in early years services.
Bringing together the experiences of professionals from around the world, this text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children, families, staff and practitioners, and ensure high quality provision in early years services.
Sandra Cheeseman is Senior Lecturer in early childhood policy, leadership and professional experience at Macquarie University, Sydney, Australia. Rosie Walker is Senior Lecturer at the Department for Children and Families, School of Education, University of Worcester, UK.
Inhaltsangabe
About the Series Editors and Contributors Preface : Finding purpose and direction, Michael Reed and Alma Fleet SECTION ONE: Being alongside children Chapter 1: Engaging with data to foster children's learning: From population data to local projects, Sandra Cheeseman Chapter 2: Leading pedagogical practice: Co-constructing knowledge between educators and children, Rebecca Dalgleish Chapter 3: Leadership for all - Learning for all: Making this visible by writing Learning Stories that enable children, families and teachers to have a voice, Lorraine Sands and Wendy Lee Editorial provocations: Engaging readers and extending thinking, Rosie Walker SECTION TWO: Those who educate Chapter 4: Pedagogical leadership: Interrogating self in order to lead others, Anthony Semann Chapter 5: Pedagogical leadership: Challenges and opportunities, Gaynor Corrick and Michael Reed Chapter 6: Pedagogical leadership as ethical collaborative behavior, Andrew J. Stremmel Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman SECTION THREE: Embedding families and communities Chapter 7: Walking with families in an Indigenous early childhood community, Jacqui Tapau and Alma Fleet Chapter 8: Transformative pedagogical encounters: Leading and learning in/as a collective movement, B. Denise Hodgins and Kathleen Kummen Chapter 9: Utilising strengths in families and communities to support children's learning and wellbeing, Alison Prowle and Jackie Musgrave Editorial provocations: Engaging readers and extending thinking, Rosie Walker SECTION FOUR: Working with systems Chapter 10: Enacting pedagogical leadership within small teams in early childhood settings in Finland - Reflections on system-wide considerations, Manjula Waniganayake, Johanna Heikka and Leena Halttunen Chapter 11: Pedagogical leadership and conflict of motives in commercial ECCE environments, Sirene May-Yin Lim & Lasse Lipponen Chapter 12: Pedagogic leadership within complex and changing ECEC systems, Christine Pascal and Tony Bertram with Delia Goodman, Ali Irvine and Judith Parr Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman Coda: Thinking forward, Alma Fleet and Michael Reed
About the Series Editors and Contributors Preface : Finding purpose and direction, Michael Reed and Alma Fleet SECTION ONE: Being alongside children Chapter 1: Engaging with data to foster children's learning: From population data to local projects, Sandra Cheeseman Chapter 2: Leading pedagogical practice: Co-constructing knowledge between educators and children, Rebecca Dalgleish Chapter 3: Leadership for all - Learning for all: Making this visible by writing Learning Stories that enable children, families and teachers to have a voice, Lorraine Sands and Wendy Lee Editorial provocations: Engaging readers and extending thinking, Rosie Walker SECTION TWO: Those who educate Chapter 4: Pedagogical leadership: Interrogating self in order to lead others, Anthony Semann Chapter 5: Pedagogical leadership: Challenges and opportunities, Gaynor Corrick and Michael Reed Chapter 6: Pedagogical leadership as ethical collaborative behavior, Andrew J. Stremmel Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman SECTION THREE: Embedding families and communities Chapter 7: Walking with families in an Indigenous early childhood community, Jacqui Tapau and Alma Fleet Chapter 8: Transformative pedagogical encounters: Leading and learning in/as a collective movement, B. Denise Hodgins and Kathleen Kummen Chapter 9: Utilising strengths in families and communities to support children's learning and wellbeing, Alison Prowle and Jackie Musgrave Editorial provocations: Engaging readers and extending thinking, Rosie Walker SECTION FOUR: Working with systems Chapter 10: Enacting pedagogical leadership within small teams in early childhood settings in Finland - Reflections on system-wide considerations, Manjula Waniganayake, Johanna Heikka and Leena Halttunen Chapter 11: Pedagogical leadership and conflict of motives in commercial ECCE environments, Sirene May-Yin Lim & Lasse Lipponen Chapter 12: Pedagogic leadership within complex and changing ECEC systems, Christine Pascal and Tony Bertram with Delia Goodman, Ali Irvine and Judith Parr Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman Coda: Thinking forward, Alma Fleet and Michael Reed
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