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New leaders in Early Years: making a difference for children in England

Carroll-Meehan, C, Bolshaw, P and Hadfield, E (2017) New leaders in Early Years: making a difference for children in England. Early Child Development and Care, 189 (3). pp. 416-429. ISSN 0300-4430

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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’ (2017). 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.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care on 12/05/2017, available online: http://www.tandfonline.com/10.1080/03004430.2017.1324436
Uncontrolled Keywords: 1301 Education Systems, 1701 Psychology
Subjects: L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions: Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 29 Nov 2019 13:05
Last Modified: 29 Nov 2019 13:15
DOI or Identification number: 10.1080/03004430.2017.1324436
URI: http://researchonline.ljmu.ac.uk/id/eprint/11828

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