JECER 5(2), 2016 – teemanumero
Toimittajat: Johanna Heikka ja Manjula Waniganayake
Heikka, J. & Waniganayake, M. JECER 5(2), 2016, p. 223–225.
During the past few decades, researchers have made significant scientific progress in developing our understanding and conceptualisation of leadership practice within early childhood education (ECE) centres. Much of this research has been based on analysing leadership perspectives of various ECE stakeholders working in different countries. Looking back at the 1980s and 1990s, ECE was a relatively unknown area in leadership research.
Hoås Moen, K. JECER 5(2), 2016, p. 226–246.
During the last few years, the staff in Norwegian Early Childhood Centers (ECCs) have been exposed to increased pressures for improving children’s learning. This increased demand requires increasing consciousness among staff about perspectives on children’s learning. On this basis, the following question was raised: How do ECC directors work to promote consensus among staff of perspectives on children’s learning?
Granrusten, P.T. JECER 5(2), 2016, p. 247–267.
This article is part of the project on ‘Leadership for Learning: Challenges for Early Childhood Education and Care (ECEC) Institutions in Norway’, funded by The Research Council of Norway. The publication of the full report on this project is in progress. The data in this article have a qualitative exploratory design, based on in-depth interviews with 16 directors of ECEC centers in three municipalities in Norway.
Waniganayake, M. & Stipanovic, S. JECER 5(2), 2016, p. 268–288.
In Australia, positional leadership in the Early Childhood (EC) sector is flourishing propelled by legislative obligations connected with the implementation of the National Quality Framework (ACECQA 2011a) requiring the employment of educational leaders in EC centres. This paper explores the preparation of EC leaders through postgraduate coursework studies at a masters level based on a content analysis of course information dealing with leadership and management of EC settings.
Heikka, J., Halttunen, L. & Waniganayake, M. JECER 5(2), 2016, p. 289–309.
This study was aimed at investigating the enactment of teacher leadership in early childhood education (ECE) centres in Finland. Theoretically, the study was informed by the emerging scholarship of early childhood distributed pedagogical leadership and school based research on teacher leadership as well as classical theorizing of ECE leadership. Staff from three ECE centres participated as a purposive sample of informants in this study.
Keski-Rauska, M-L., Fonsén, E., Aronen, K. & Riekkola, A. JECER 5(2), 2016, p. 310–328.
This article presents the results of a study assessing the quality of joint leadership in Early Childhood Education and Care (ECEC) in the city of Hämeenlinna, Finland. The assessment was carried out through an online survey in August 2015. The study’s respondents were ECEC centre directors and teachers in Hämeenlinna.
Bøe, M. & Hognestad, K. JECER 5(2), 2016, p. 329-343.
The analysis of data collected from a shadowing study conducted in Norway on pedagogical leaders indicated the importance of formal and informal interactions between leaders and their colleagues when working side by side. This article examines aspects of the pedagogical leaders’ everyday work that are vital to purposeful leadership and building and facilitating a caring community within early childhood education (ECE) centres.
Strehmel, P. JECER 5(2), 2016, p. 344-355.
Leadership in early education is crucial for enhancing pedagogical quality. Task profiles and role models for leaders as well as requirements for the leaders’ qualifications and resources needed differ from country to country. Thus we need a systematic approach including theoretical frameworks and research to raise our knowledge and understanding about leaders’ activities in different systems of Early Childhood Education and Care (ECEC).