Challenges in working with pedagogical quality in preschools – a meta-interpretation synthesis of empirical studies

Public pressure on evaluation has influenced educational projects and national evaluation systems for many decades. This article extends the ongoing discussions in the field, offering a problematising exploration of evaluation as an educational policy phenomenon, thinking with the notion of rhythm in the analysis. Approaching educational evaluation with the notion of rhythm has, for us, implied a philosophical exploration of the dynamics between evaluation and education, drawing on the writings of Henri Lefebvre and Anna L. Tsing. Rolling of chairs between computers, with the policy documents spread out on a table alongside the original philosophical texts, in a material sense, placed us, as researchers, in an embodied analytical process between human and non-human agency. The turns and returns, back and forth, between policy, philosophy, and previous research enabled unexpected frictions to emerge and prompted us to view issues central to evaluation in surprisingly new ways. ‘Striving towards goals and orientations’, ‘goal-in-between’, ‘striving-in-between’, and ‘results of and for results’ are with inspiration from Anna L. Tsing presented as a rush of troubled stories.

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Challenges in working with pedagogical quality in preschools – a meta-interpretation synthesis of empirical studies

Cited by 3 publications

References 18 publications

Effects of a staff physical activity professional development intervention on preschoolers' mental health and self-regulation: The active learning Norwegian Preschool(er)s (ACTNOW) cluster randomised controlled trial

Effects of a staff physical activity professional development intervention on preschoolers' mental health and self-regulation: The active learning Norwegian Preschool(er)s (ACTNOW) cluster randomised controlled trial

ECE as an educative and multifaceted practice for growth: to assess and evaluate teaching and learning by documenting children’s actions and re-actions

Educational evaluation as a rhythmical policy phenomenon

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