Citations (25)
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Johanna Heikka, Riikka Hirvonen, Sanni Kahila, Harri Pitkäniemi, Takumi Yada & Eeva Hujala. (2023) Links between teachers’ planning, assessment and development time and implementation of curriculum in early childhood education. Early Years 43:4-5, pages 1102-1117.
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Emanuel Tamir. (2023) Leadership in evasion: the quiet protest of Israeli preschools managers in reform implementation. International Journal of Leadership in Education 26:3, pages 516-537.
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Ewan Ingleby. (2023) The focus on achieving results and the consequences for teachers in schools in England. PRACTICE 5:1, pages 53-67.
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Jenni Sullanmaa, Janne Pietarinen, Lasse Lipponen, Tiina Soini & Kirsi Pyhältö. (2022) The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach. European Early Childhood Education Research Journal 30:6, pages 930-948.
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Rachel Denee & Kate Thornton. (2021) Distributed leadership in ECE: perceptions and practices. Early Years 41:2-3, pages 128-143.
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Jen Jackson. (2021) Developing early childhood educators with diverse qualifications: the need for differentiated approaches. Professional Development in Education 0:0, pages 1-15.
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Corine Rivalland, Lauren C. Armstrong & Hilary Monk. (2019) Constructing positions of support: acknowledging workplace discourses in the midst of early childhood reform. European Early Childhood Education Research Journal 27:1, pages 100-119.
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Johanna Heikka, Leena Halttunen & Manjula Waniganayake. (2018) Perceptions of early childhood education professionals on teacher leadership in Finland. Early Child Development and Care 188:2, pages 143-156.
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Kaye Colmer. (2017) Collaborative professional learning: contributing to the growth of leadership, professional identity and professionalism. European Early Childhood Education Research Journal 25:3, pages 436-449.
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Joanne Lunn Brownlee, Jennifer Sumsion, Susan Irvine, Donna Berthelsen, Ann Farrell, Kerryann Walsh, Sharon Ryan & Gerry Mulhearn. (2015) Taking an evaluative stance to decision-making about professional development options in early childhood education and care. Early Years 35:4, pages 411-426.
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Articles from other publishers (15)
Lauren Armstrong. (2023) Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings. Australasian Journal of Early Childhood.
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Alicia Phillips & Wendy Boyd. (2023) Characteristics of high-quality early childhood education and care: a study from Australia. Frontiers in Education 8.
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Kate Thornton. 2023. Quality in Early Childhood Education and Care through Leadership and Organizational Learning. Quality in Early Childhood Education and Care through Leadership and Organizational Learning
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C. Heilala, M. Kalland, M. Lundkvist, M. Forsius, L. Vincze & N. Santavirta. (2021) Work Demands and Work Resources: Testing a Model of Factors Predicting Turnover Intentions in Early Childhood Education. Early Childhood Education Journal 50:3, pages 399-409.
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Johanna Heikka, Katja Suhonen & Sanni Kahila. 2022. Finnish Early Childhood Education and Care. Finnish Early Childhood Education and Care
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Johanna Heikka, Sanni Kahila, Harri Pitkäniemi & Eeva Hujala. 2021. Education in Childhood. Education in Childhood.
Marilyn Fleer, Glykeria Fragkiadaki & Prabhat Rai. (2021) Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld. Teaching and Teacher Education 106, pages 103455.
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Jenny Martin, Joce Nuttall, Linda Henderson & Elizabeth Wood. (2020) Educational Leaders and the project of professionalisation in early childhood education in Australia. International Journal of Educational Research 101, pages 101559.
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Jan Håkansson. (2017) Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work. Educational Management Administration & Leadership 47:2, pages 241-258.
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Kerstin Drossel & Birgit Eickelmann. (2017) Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. Large-scale Assessments in Education 5:1.
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Marit Bøe, Karin Hognestad & Manjula Waniganayake. (2016) Qualitative shadowing as a research methodology for exploring early childhood leadership in practice. Educational Management Administration & Leadership 45:4, pages 605-620.
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Rachel Denee & Kate Thornton. (2017) Effective leadership practices leading to distributed leadership. Journal of Educational Leadership, Policy and Practice 32:2, pages 33-45.
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