Bibliography for LCLL0025: Leadership in Early Childhood Education (FTF & Online) BETA

Alameen, L., Male, T. and Palaiologou, I. (2015) ‘Exploring pedagogical leadership in early years education in Saudi Arabia’, School Leadership & Management, 35(2), pp. 121–139. Available at: https://doi.org/10.1080/13632434.2014.992773.

Ang, L. (2012) ‘Leading and Managing in the Early Years: A Study of the Impact of a NCSL Programme on Children’s Centre Leaders’ Perceptions of Leadership and Practice’, Educational Management Administration & Leadership, 40(3), pp. 289–304. Available at: https://doi.org/10.1177/1741143212436960.

Ang, L. and Ince, A. (2017) ‘Pedagogical Innovation and Leadership in the Early Years: Final Report’. London: East London Early Years and Schools Partnership. Available at: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwimpuqm7czqAhVlQEEAHdHEDVYQFjAAegQIBhAC&url=https%3A%2F%2Fresearchschool.org.uk%2Fpublic%2Fdocs%2FPedagogical-Innovation-and-Leadership-In-The-Early-Years.pdf&usg=AOvVaw1VJzy99nUaXmdFGOtJxyne.

Aubrey, C. (2011) ‘Journeys into leadership’, in Leading and managing in the early years. 2nd ed. Los Angeles: SAGE, pp. 78–87. Available at: https://contentstore.cla.co.uk/secure/link?id=414febd6-2c68-e911-80cd-005056af4099.

Birgitte Malm (2017) ‘"We Need to Give the Profession Something that No One Else Can”: Swedish Student Teachers’ Perceptions and Experiences of their Preschool Teacher Training Programme’, International Journal of Learning, Teaching and Educational Research, 16(9). Available at: http://ijlter.org/index.php/ijlter/article/view/974.

Bolton, G. (2010) Reflective practice: writing and professional development. 3rd ed. Los Angeles: SAGE.

Cable, C. et al. (2010) ‘The democratic and reflective professional: rethinking and reforming the early years workforce’, in Supporting children’s learning in the early years. 2nd ed. London: Routledge, pp. 183–191. Available at: https://contentstore.cla.co.uk/secure/link?id=2854675e-b913-e711-80c9-005056af4099.

Cable, C. and Miller, L. (2008) Professionalism in the early years. London: Hodder Education.

Chan, A. and Ritchie, J. (2016) ‘Chan, A. and Ritchie J (2016) “Parents, participation, partnership; Problematising New Zealand early years education”, Contemporary Issues in Early Childhood, Vol 17(3): 289 – 303’, Contemporary Issues in Early Childhood, 17(3), pp. 289–303. Available at: https://doi.org/10.1177/1463949116660954.

Clark, R.M. (2012a) ‘“I’ve never thought of myself as a leader but…”: the Early Years Professional and catalytic leadership’, European Early Childhood Education Research Journal, 20(3), pp. 391–401. Available at: https://doi.org/10.1080/1350293X.2012.704762.

Clark, R.M. (2012b) ‘“I’ve never thought of myself as a leader but…”: the Early Years Professional and catalytic leadership’, European Early Childhood Education Research Journal, 20(3), pp. 391–401. Available at: https://doi.org/10.1080/1350293X.2012.704762.

Colmer, K. (2017) ‘Colmer, Kaye. “Collaborative Professional Learning: Contributing to the Growth of Leadership, Professional Identity and Professionalism.” European Early Childhood Education Research Journal 25.3 (2017): 436-49.’, European Early Childhood Education Research Journal, 25(3), pp. 436–449. Available at: https://doi.org/10.1080/1350293X.2017.1308167.

Court, D., Merav, L. and Ornan, E. (2009) ‘Preschool teachers’ narratives: a window on personal‐professional history, values and beliefs’, International Journal of Early Years Education, 17(3), pp. 207–217. Available at: https://doi.org/10.1080/09669760903424499.

‘Education for All 2000-2015: Achievements and Challenges | Global Education Monitoring Report 2015’ (2015). UNESCO. Available at: https://en.unesco.org/gem-report/report/2015/education-all-2000-2015-achievements-and-challenges.

EPPE Project (no date a) ‘Technical Paper 5: Characteristics of the Centres in the EPPE Sample: Interviews’. Available at: http://dera.ioe.ac.uk/18189/7/EPPE_TechnicalPaper_05_2000.pdf.

EPPE Project (no date b) ‘The Final Report: Effective Pre-School Education’. Available at: http://dera.ioe.ac.uk/18189/16/EPPE_TechnicalPaper_12_2004.pdf.

Freire, P. et al. (2001) Pedagogy of freedom: ethics, democracy, and civic courage. Lanham, Maryland: Rowman & Littlefield Publishers. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3622280150004761&institutionId=4761&customerId=4760.

Hall, M., Levy, R. and Preece, J. (2018) ‘Hall, M., Levy, R. and Preece, J. (2018) ‘ "No-one would sleep if we didn’t have books!”; Understanding shared reading as family practice and family display’, Journal of Early Childhood Research, Vol 16(4): 363-377’, Journal of Early Childhood Research, 16(4), pp. 363–377. Available at: https://doi.org/10.1177/1476718X18809389.

Hallet, E. (2013) ‘Hallet, E, (2013) Reflective Learning Journeys, in Hallet, E. (2013) The Reflective Early Years Practitioner. London: Sage p. 125-137’, in The reflective early years practitioner. Los Angeles: SAGE, pp. 125–137.

Hallet, E. and University of London. Institute of Education (2014) Leadership of learning in early years practice: a professional learning resource. London: IOE Press.

He, P. and Ho, D. (2017) ‘Leadership for school-based teacher professional development: the experience of a Chinese preschool’, International Journal of Leadership in Education, 20(6), pp. 717–732. Available at: https://doi.org/10.1080/13603124.2016.1180431.

Heikka, J. and Hujala, E. (2013) ‘Early childhood leadership through the lens of distributed leadership’, European Early Childhood Education Research Journal, 21(4), pp. 568–580. Available at: https://doi.org/10.1080/1350293X.2013.845444.

Hess, D.E. and Wright, S.M. (2009) ‘Teaching against Threats to Democracy: Inclusive Pedagogies in Democratic Education’, in S. Mitakidou et al. (eds) Beyond Pedagogies of Exclusion in Diverse Childhood Contexts. New York: Palgrave Macmillan US, pp. 131–146. Available at: https://doi.org/10.1057/9780230622920_9.

Hope, M.A. (2012) ‘Small and perfectly formed? Is democracy an alternative approach to school leadership?’, School Leadership & Management, 32(3), pp. 291–305. Available at: https://doi.org/10.1080/13632434.2012.688739.

Hughes, G. (2009) ‘Talking to oneself: using autobiographical internal dialogue to critique everyday and professional practice’, Reflective Practice, 10(4), pp. 451–463. Available at: https://doi.org/10.1080/14623940903138316.

Hujala, E. et al. (2016) ‘Hujala, Eeva, Eskelinen, Mervi, Keskinen, Soili, Chen, Christine, Inoue, Chika, Matsumoto, Mariko, and Kawase, Masahiro. “Leadership Tasks in Early Childhood Education in Finland, Japan, and Singapore.” Journal of Research in Childhood Education 30.3 (2016): 406-21.’, Journal of Research in Childhood Education, 30(3), pp. 406–421. Available at: https://doi.org/10.1080/02568543.2016.1179551.

Jo Barkham (2008) ‘Suitable Work for Women? Roles, Relationships and Changing Identities of “Other Adults” in the Early Years Classroom’, British Educational Research Journal, 34(6). Available at: https://www.jstor.org/stable/40375543?seq=1#metadata_info_tab_contents.

Kenner, C. and Ruby, M. (2012) ‘Co-constructing bilingual learning: an equal exchange of strategies between complementary and mainstream teachers’, Language and Education, 26(6), pp. 517–535. Available at: https://doi.org/10.1080/09500782.2012.666248.

Kivunja, C. (2015) ‘Leadership in Early Childhood Education Contexts: Looks, Roles, and Functions’, Creative Education, 06(16), pp. 1710–1717. Available at: https://doi.org/10.4236/ce.2015.616172.

Lloyd, E. and Hallet, E. (2010) ‘Professionalising the Early Childhood Workforce in England: Work in Progress or Missed Opportunity?’, Contemporary Issues in Early Childhood, 11(1), pp. 75–88. Available at: https://doi.org/10.2304/ciec.2010.11.1.75.

Luft, J. and Ingham, H. (no date) ‘The Johari Window: a graphic model of awareness in interpersonal relations. Human relations training news, Luft, J. and Ingham, H., 1961’, Human Relations Training News [Preprint]. Available at: http://www.richerexperiences.com/wp-content/uploads/2014/02/Johari-Window.pdf.

Lunneblad, J. and Garvis, S. (2017) ‘A study of Swedish preschool directors’ perspectives on leadership and organization’, Early Child Development and Care, pp. 1–8. Available at: https://doi.org/10.1080/03004430.2017.1354855.

MacBeath, J. and Townsend, T. (2011) ‘MacBeath J., Townsend T. (2011) Leadership and Learning: Paradox, Paradigms and Principles. In: Townsend T., MacBeath J. (eds) International Handbook of Leadership for Learning. Springer International Handbooks of Education, vol 25. Springer, Dordrecht’, in T. Townsend and J. MacBeath (eds) International Handbook of Leadership for Learning. Dordrecht: Springer Netherlands, pp. 1–25. Available at: https://doi.org/10.1007/978-94-007-1350-5_1.

Male, T. and Nicholson, N. (2016) ‘Male, Trevor & Nicholson, Nyree. (2016). Leadership (EYFS). Chapter 17 in Palaiologou, Ioanna. The Early Years Foundation Stage : Theory and Practice. Third ed. 2016.’, in The early years foundation stage: theory and practice. Third edition. Los Angeles: SAGE. Available at: https://contentstore.cla.co.uk/secure/link?id=75eb6faa-9d71-e911-80cd-005056af4099.

McGillivray, G. (2008) ‘Nannies, nursery nurses and early years professionals: constructions of professional identity in the early years workforce in England’, European Early Childhood Education Research Journal, 16(2), pp. 242–254. Available at: https://doi.org/10.1080/13502930802141659.

Miller, L. (2008) ‘Developing professionalism within a regulatory framework in England: challenges and possibilities’, European Early Childhood Education Research Journal, 16(2), pp. 255–268. Available at: https://doi.org/10.1080/13502930802141667.

Moss, P. (2014) Moss, Peter. Transformative Change and Real Utopias in Early Childhood Education : A Story of Democracy, Experimentation and Potentiality. London: Routledge, 2014. Chapter 5 - ‘Democracy, Experimentation and Democratic Experimentalism’. Routledge. Available at: https://doi.org/10.4324/9781315779904.

Murray, J. and Clark, R.M. (2013) ‘Murray, J. and McDowall Clark, R. (2013) Reframing Leadership as a Participative Pedagogy: the working theories of early years professionals. Early Years: International Research Journal, vol 33, 2015, issue 3’, Early Years, 33(3), pp. 289–301. Available at: https://doi.org/10.1080/09575146.2013.781135.

Nicholson, J.M. and Kroll, L. (2015) ‘Nicholson, Julie Marie, and Kroll, Linda. “Developing Leadership for Early Childhood Professionals through Oral Inquiry: Strengthening Equity through Making Particulars Visible in Dilemmas of Practice.” Early Child Development and Care 185.1 (2015): 17-43.’, Early Child Development and Care, 185(1), pp. 17–43. Available at: https://doi.org/10.1080/03004430.2014.903939.

OECD (no date) ‘OECD (2011), "Executive Summary”, in Starting Strong III: A Quality Toolbox for Early Childhood Education and Care, OECD Publishing, Paris.’, pp. 9–13. Available at: https://www.oecd-ilibrary.org/education/starting-strong-iii/executive-summary_9789264123564-2-en.

Osgood, J. (2006) ‘Professionalism and performativity: the feminist challenge facing early years practitioners’, Early Years, 26(2), pp. 187–199. Available at: https://doi.org/10.1080/09575140600759997.

Osgood, J. (2010) ‘Reconstructing professionalism in ECEC: the case for the “critically reflective emotional professional”’, Early Years, 30(2), pp. 119–133. Available at: https://doi.org/10.1080/09575146.2010.490905.

Paige-Smith, A. and Craft, A. (2011a) ‘Craft A. and Paige-Smith, A. (2011) “What does it mean to reflect on our practice?”’, in Developing Reflective Practice in the Early Years. 2nd ed. Berkshire, England: McGraw Hill, pp. 13–39. Available at: https://www.vlebooks.com/Vleweb/Product/Index/1998695?page=0.

Paige-Smith, A. and Craft, A. (2011b) ‘Paige-Smith, A. and Craft, A. (2011) “Reflection and developing a community of practice.”’, in Developing Reflective Practice in the Early Years. 2nd ed. Berkshire, England: McGraw Hill. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4190862580004761&institutionId=4761&customerId=4760.

Palaiologou, I. and Male, T. (2019) ‘Palaiologou I, Male T. Leadership in early childhood education: The case for pedagogical praxis. Contemporary Issues in Early Childhood. 2019;20(1):23-34.’, Contemporary Issues in Early Childhood, 20(1), pp. 23–34. Available at: https://doi.org/10.1177/1463949118819100.

Peeters, J. (2008) The construction of a new profession: a European perspective on professionalism in early childhood education and care. Amsterdam: SWP.

Roberts-Holmes, G. (2013) ‘The English Early Years Professional Status (EYPS) and the “split” Early Childhood Education and Care (ECEC) system’, European Early Childhood Education Research Journal, 21(3), pp. 339–352. Available at: https://doi.org/10.1080/1350293X.2012.704304.

Rodd, J. (1997) ‘Learning to be Leaders: Perceptions of Early Childhood Professionals about Leadership Roles and Responsibilities’, Early Years, 18(1), pp. 40–44. Available at: https://doi.org/10.1080/0957514970180108.

Sims, M. et al. (2015) ‘Conceptions of early childhood leadership: driving new professionalism?’, International Journal of Leadership in Education, 18(2), pp. 149–166. Available at: https://doi.org/10.1080/13603124.2014.962101.

Sinclair, A. (2011) ‘Being leaders: identities and identity work in leadership’, in The SAGE handbook of leadership. Los Angeles: SAGE. Available at: https://contentstore.cla.co.uk/secure/link?id=e7200135-2368-e911-80cd-005056af4099.

Siraj, I. and Hallet, E. (2013) Siraj, I. and Hallett, E. (2014) "Part 1, Leadership in early Childhood” in Effective Caring and Leadership in the Early Years. London: Sage pp 7-21. London: SAGE Publications. Available at: https://ebookcentral.proquest.com/lib/ucl/reader.action?docID=1598164&ppg=20.

Siraj, I. and Hallet, E. (2014a) ‘Chapter 11: Leadership Stories’, in Effective and caring leadership in the early years. Los Angeles: SAGE, pp. 137–149. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1598164.

Siraj, I. and Hallet, E. (2014b) ‘Pedagogical Leadership: Learning Reflective Learning’, in Effective and caring leadership in the early years. Los Angeles: SAGE, pp. 121–134. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1598164.

Siraj, I. and Manni, L. (2007) Siraj-Blatchford, Iram, and Laura Manni. Effective Leadership in the Early Years Sector : The ELEYS study, Institute of Education Press (IOE Press), 2004. London: Institute of Education, University of London. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4190886220004761&institutionId=4761&customerId=4760.

Sousa, D. and Oxley, L. (2019) ‘Democracy and early childhood: diverse representations of democratic education in post-dictatorship Portugal’, Educational Review, pp. 1–17. Available at: https://doi.org/10.1080/00131911.2018.1556609.

Strauss, D. and Cooper, A. (2012) ‘Diana Strauss & Anita Cooper (2012) Narratives from the Nursery. Negotiating Professional Identities in Early Childhood. By J. Osgood, British Journal of Educational Studies, 60:3, 285-287’, British Journal of Educational Studies, 60(3), pp. 285–287. Available at: https://doi.org/10.1080/00071005.2012.714548.

Taguma, M., Litjens, I. and Makowiecki, K. (2012) ‘Quality Matters in Early Childhood Education and Care: Finland 2012’. Available at: https://www.oecd-ilibrary.org/education/quality-matters-in-early-childhood-and-education-finland-2012_9789264173569-en.

Urban, M. (2008) ‘Dealing with uncertainty: challenges and possibilities for the early childhood profession’, European Early Childhood Education Research Journal, 16(2), pp. 135–152. Available at: https://doi.org/10.1080/13502930802141584.

Wang, M. and Ho, D. (2018) ‘Making sense of teacher leadership in early childhood education in China’, International Journal of Leadership in Education, pp. 1–15. Available at: https://doi.org/10.1080/13603124.2018.1529821.

Whalley, M. et al. (2008a) ‘Developing and sustaining leadership learning communities: implications of NPQICL rollout for public policy local praxis’, European Early Childhood Education Research Journal, 16(1), pp. 5–38. Available at: https://doi.org/10.1080/13502930801896956.

Whalley, M. et al. (2008b) ‘Developing and sustaining leadership learning communities: implications of NPQICL rollout for public policy local praxis’, European Early Childhood Education Research Journal, 16(1), pp. 5–38. Available at: https://doi.org/10.1080/13502930801896956.

Woodrow, C. and Busch, G. (2008) ‘Repositioning early childhood leadership as action and activism’, European Early Childhood Education Research Journal, 16(1), pp. 83–93. Available at: https://doi.org/10.1080/13502930801897053.