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dc.contributor.authorMoen, Kari Hoås
dc.date.accessioned2018-09-20T10:57:40Z
dc.date.available2018-09-20T10:57:40Z
dc.date.issued2016
dc.identifier.citationMoen, K. H. (2016). Leadership for Developing Consensus of Perspectives on Children's Learning in Early Childhood Centers. Journal of Early Childhood Education Research. 5(2), 226–246.nb_NO
dc.identifier.issn2323-7414
dc.identifier.urihttp://hdl.handle.net/11250/2563633
dc.description.abstractDuring 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? The theoretical framework to answer this question was based on different perspectives on learning by children and staff. Further, it addressed ‘direct and indirect leadership’ and ‘pedagogical leadership’. The research has a qualitative design, and data were collected by semi-structured interviews with 16 directors of ECCs. Results from these interviews show that half of the directors have worked to promote consensus of perspectives on children’s learning among staff in an explicit way, while others have used indirect methods. One director had not worked with this learning concept. The directors have been working to promote consensus among staff in many ways by exercising direct and indirect pedagogical leadership. Many directors found this work time-consuming.nb_NO
dc.language.isoengnb_NO
dc.publisherEarly Childhood Education Association of Finlandnb_NO
dc.subjectPerspectives on learningnb_NO
dc.subjectdirect and indirect leadershipnb_NO
dc.subjectearly childhood leadershipnb_NO
dc.subjectpedagogical leadershipnb_NO
dc.titleLeadership for Developing Consensus of Perspectives on Children's Learning in Early Childhood Centersnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber226–246nb_NO
dc.source.volume5nb_NO
dc.source.journalJournal of Early Chil dhood Education Researchnb_NO
dc.source.issue2nb_NO
dc.identifier.cristin1422388


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