Using action research to support quality early years practice

Bleach, Josephine

doi:10.1080/1350293x.2013.814354

Cited by 11 publications

(11 citation statements)

References 9 publications

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“…In this sense, the main effect of action‐research‐driven CPD programmes that make use of such tools is to elicit practitioners’ intentionality that leads to a more meaningful planning, implementation and evaluation of educational initiatives based on children's needs rather than on pre‐determined choices made by adults (Bleach, ). For example, Oliveira‐Formosinho and Araújo (, p. 8) reported that ‘the development of systematic observations that identified children's interest and motivations allowed for educational planning that departed from children and not from an abstract child’.…”

Section: Resultsmentioning

confidence: 99%

“…The positive effects of CPD initiatives on practitioners' teamwork were reported in 13 studies (Bleach, 2013;Craveiro, 2007;Hayes et al, 2013;McMillan et al, 2012;Picchio et al, 2012;R€ onnerman, 2003Share et al, 2011;SQW, 2012;Van Keulen, 2010;Vonta et al, 2007;Vujičić, 2008;Wood & Bennett, 2000). For example, R€ onnerman (2003, p. 17) noted that keeping work teams together during CPD training had 'strengthened them as a group and gave them a common 'language to explain things'.…”

Section: Collaborative Practicesmentioning

confidence: 99%

“…In this sense, the main effect of action-research-driven CPD programmes that make use of such tools is to elicit practitioners' intentionality that leads to a more meaningful planning, implementation and evaluation of educational initiatives based on children's needs rather than on pre-determined choices made by adults (Bleach, 2013). For example,…”

Section: Curriculum Development Implementation and Innovationmentioning

confidence: 99%

“…30 qualitative studies (Eurofound, ) reported on the link between CPD and ECEC quality, the results of which are discussed in this article. Seven were from the UK (Ang, ; Aubrey, Ghent, & Kanira, ; Blenkin & Hutchin, ; Jopling, Whitmarsh, & Hadfield, ; Menmuir & Christie, ; Potter & Hodgson, ; Wood & Bennett,), five were from Portugal (Cardoso, ; Craveiro, ; Leal, ; Lino, ; Oliveira‐Formosinho & Araújo, ; Peixoto, ), five were from Ireland (Bleach, ; Hayes, Siraj‐Blatchford, & Keegan, ; McMillan et al, ; Share, Kerrins, & Greene, ; SQW, ) and a further five from Sweden (Asplund Carlsson, Pramling, & Pramling Samuelsson, ; Johansson, Sandberg, & Vuorinen, ; Rönnerman, ; Sheridan, Willams, & Sandberg, ). Two were from Belgium (Peeters, ; Peeters & Vandenbroeck, ).…”

Section: Geographical Distribution and Characteristics Of The Studiesmentioning

confidence: 99%

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Continuous professional development and ECEC quality: Findings from a European systematic literature review

Peleman

Lazzari

Budginaitė³

et al. 2018

Euro J of Education

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This article presents the findings of an analysis of the effects of CPDinitiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective.

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Section: Resultsmentioning

confidence: 99%

Section: Collaborative Practicesmentioning

confidence: 99%

Section: Curriculum Development Implementation and Innovationmentioning

confidence: 99%

Section: Geographical Distribution and Characteristics Of The Studiesmentioning

confidence: 99%

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Continuous professional development and ECEC quality: Findings from a European systematic literature review

Peleman

Lazzari

Budginaitė³

et al. 2018

Euro J of Education

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“…Í gegnum samtöl og ígrundun um eigið starf geta þeir öðlast nýja þekkingu og haefni. Þátttaka í starfendarannsókn (Bleach, 2013) getur á þann hátt kveikt áhuga og aukið ánaegju af starfinu. Þátttakendur leggja sig þá oft meira fram, eru áhugasamari um nýjungar og fúsari að hlusta, raeða og prófa.…”

Section: Laerdómssamfélag Og Starfendarannsóknirunclassified

Þróun námssöguskráninga – þátttaka foreldra og barna

Kuzminove¹,

Garðarsdóttir²,

Björnsdóttir³

2020

Netla

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Mat á námi barna, sem á sér stað í leik þeirra og athöfnum, er mikilvægt fyrir leikskólakennara, annað starfsfólk, foreldra og börnin sjálf til að auka þekkingu og skilning á þroska þeirra, námi þeirra og líðan. Í Aðalnámskrá leikskóla frá 2011 er lögð áhersla á að námsmat eigi að vera reglubundinn þáttur í skólastarfi og er leikskólum ætlað að þróa fjölbreyttar aðferðir við að meta nám og vellíðan barna. Rannsóknin, sem hér er fjallað um, var samstarfsrannsókn (e. collaborative action research) og fór fram í einum leikskóla á höfuðborgarsvæðinu. Hún var hluti af samstarfsverkefni RannUng og fimm leikskóla víðs vegar um höfuðborgarsvæðið. Rannsóknin bar vinnuheitið Mat á námi og vellíðan barna. Markmið verkefnisins var að styðja þátttakendur í að þróa aðferðir til að meta nám og vellíðan barna í leikskóla. Í leikskólanum sem þessi rannsókn sneri að var valið að þróa og bæta vinnu með námssögur sem matsaðferð. Þátttakendur voru starfsmenn einnar deildar í þriggja deilda leikskóla á höfuðborgarsvæðinu ásamt leikskólastjóranum. Börnin á deildinni voru nítján á aldrinum 2ja-3ja ára. Á deildinni störfuðu tveir leikskólakennarar og tveir leiðbeinendur en auk þeirra tóku þátt í rannsókninni sérfræðingur frá Menntavísindasviði Háskóla Íslands ásamt meistaranema, sem var tengiliður hópsins og sá um að safna, skrá og halda utan um gögnin sem aflað var. Gögnum var safnað með viðtölum við þátttakendur í leikskólanum við upphaf og lok verkefnisins, með skráningu á fundum, dagbókaskrifum, vettvangsathugunum, ljósmyndum og skráðum heimildum eins og skólanámskrá og ferilmöppum. Niðurstöður sýna að þátttakendur hafi þróað og eflt færni sína í skráningu námssagna. Með námssögunum tókst þeim að vekja áhuga foreldra á því sem börnin fengust við í leikskólanum og fengu jafnframt upplýsingar um reynslu barnanna utan leikskólans þar sem foreldrar tóku einnig þátt í skráningum. Börnin fengu tækifæri í leikskólanum til að skoða og tjá sig um námssögur sem starfsmenn og foreldrar höfðu skráð. Þrátt fyrir að þátttakendur hafi talið námssögur góðar til að draga fram styrkleika barnanna þá töldu þeir þurfa annars konar skráningar til að ná utan um og fylgjast með þroskaþáttum barna.

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Facilitating Cultures of Reflection Through Professional Development for Sustainable Advancement in ECEC: Insights from a Series of Initiatives in Denmark

Jensen,

Walker

2023

International Perspectives on Early Childhood Education and Development

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Using action research to support quality early years practice

Cited by 11 publications

References 9 publications

Continuous professional development and ECEC quality: Findings from a European systematic literature review

Continuous professional development and ECEC quality: Findings from a European systematic literature review

Þróun námssöguskráninga – þátttaka foreldra og barna

Facilitating Cultures of Reflection Through Professional Development for Sustainable Advancement in ECEC: Insights from a Series of Initiatives in Denmark

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