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020 _a9783031519857
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024 7 _a10.1007/978-3-031-51985-7
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072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
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072 7 _aJNG
_2thema
100 1 _aNuttall, Joce.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978591
245 1 0 _aLeadership in Early Childhood Education
_h[electronic resource] :
_bA Cultural-Historical Theory of Practice Development /
_cby Joce Nuttall, Linda Henderson, Elizabeth Wood, Jenny Martin.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXIII, 187 p. 27 illus., 19 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Leadership Theory,
_x2510-179X
505 0 _aSection 1: Background and rationale -- 1 Why do we need a new theory of leadership in early childhood education? -- 2 Responding to the state of the field: Existing discourses of early childhood leadership in policy, research, and practice -- 3 The project: Key concepts, design, methodology and approach to analysis -- Section 2: The participating leaders and their centres: Pen portraits -- Section 3: The new theory -- 4 Crisis in context: Cultural-historical contradictions as the stimulus for practice development -- 5 Imagining practice otherwise: Mobilizing collective creativity for improved quality -- 6 Design, re-design, design again: Leading and implementing practice change -- 7 Re-concretized but not sedimented: Program quality and the stabilization of new practices -- Section 4: Conclusion, implications, research directions -- 8 Theorizing leadership and change in early childhood education.
520 _aThe book presents a conceptual framework for understanding leadership for effective educator learning in early childhood settings. The book describes how leaders can move centre practices from crisis to stabilization. It argues that a core component of leaders' work in early childhood settings is to construct and enact epistemological accounts of practice change. The book includes case examples that bring to life the contexts early childhood services and services leaders who participated in the research. The book also describes the application of cultural-historical activity theory to the development of practice in early childhood education. It describes how background theory, literature, and data can be synthesized to create new focal theory in education. Readers will benefit from the theory that is presented, establishing a sound basis for testing in future research in schools as well as in early childhood education. “Joce Nuttall and team are congratulated for their ground-breaking scholarly endeavour in designing, implementing, validating findings, and then writing a book that unambiguously connects theory-policy-practice in enacting leadership in early childhood settings. This book is ambitious, eloquent, and inspirational. The research was driven by a bold vision to build a new theorisation of early childhood leadership. The writing style of the book makes the complex clear and easy to digest, and thereby strengthening its readability and understanding. The comparative lens adopted in the study, underscores the neoliberal control of the working lives of early childhood leaders in both Australia and England. The use of case study narratives to explain various aspects including the study design and methodology, was refreshingly engaging. Notes of encouragement addressed to novice researchers such as those embarking on higher degree studies, also provide apt guidance about the messiness of conducting qualitative research. The book is infused with lots of examples demonstrating the transformative power of learning – especially when expertly scaffolded by the research team, and thereby increasing practitioner agency and quality improvement across the early childhood setting. If professional autonomy is the driver of reform and change, then we must find ways to nurture strong educational leaders who can think outside the box. Overall, Nuttall and team succeed in arousing learning-rich possibilities for reimagining early childhood leadership in theory and in practice, and thereby making a magnificent contribution to the scholarship of educational leadership.” Professor Manjula Waniganayake PhD, Macquarie University, Sydney, Australia.
650 0 _aEarly childhood education.
_958404
650 0 _aSchool management and organization.
_960047
650 0 _aSchool administration.
650 0 _aEducation
_xPhilosophy.
_960756
650 0 _aEducation.
_959242
650 0 _aChildren.
_964833
650 1 4 _aEarly Childhood Education.
_958404
650 2 4 _aOrganization and Leadership.
650 2 4 _aEducational Philosophy.
_968856
650 2 4 _aChildhood Education.
_971423
700 1 _aHenderson, Linda.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978592
700 1 _aWood, Elizabeth.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978593
700 1 _aMartin, Jenny.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_978594
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031519840
776 0 8 _iPrinted edition:
_z9783031519864
776 0 8 _iPrinted edition:
_z9783031519871
830 0 _aEducational Leadership Theory,
_x2510-179X
_978595
856 4 0 _uhttps://doi.org/10.1007/978-3-031-51985-7
912 _aZDB-2-EDA
912 _aZDB-2-SXED
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