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This article was downloaded by: [University of Strathclyde]On: 06 August 2012, At: 00:28Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK
Education 3-13: International Journal of Primary,
Elementary and Early Years Education
Publication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/rett20
Early years practitioners' understanding of
pedagogical effectiveness: Defining and managing
effective pedagogyJanet Moyles
a, Sin Adams & Alison Musgrove
aSchool of Education, Anglia Polytechnic University, Rivermead Campus, Bishop Hall
Lane, Chelmsford, CM1 1SQ Phone: 01245 493131 x.3501/2 E-mail:
Version of record first published: 30 Jul 2007
To cite this article:Janet Moyles, Sin Adams & Alison Musgrove (2002): Early years practitioners' understanding ofpedagogical effectiveness: Defining and managing effective pedagogy, Education 3-13: International Journal of Primary,Elementary and Early Years Education, 30:3, 9-18
To link to this article: http://dx.doi.org/10.1080/03004270285200291
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E A RL Y Y E A R S P R A C T IT IO N E R S
U N D E R S T A N D I N G O F P E D A G O G I C A L
E FFE CTIV EN ES S: D E F I N I N G A N D
M A N A G I N G EFFEC TIVE P E D A G O G Y
Janet M oyles Si6n Ada m s and Al ison Musgrove
T h i s p a p e r s s e ts o u t t o c o n s i d e r t h e e x i s ti n g d e b a t e s a n d e v i d e n c e
r e g a r d i n g e f fe c ti v e p e d a g o g y i n t h e e a r l y y e a r s , i. e. t h e e d u c a t i o n o f
c h i l d r e n f r o m 3 - 5 y e a r s o f a g e . W o r k i n g f r o m a g r o u n d e d t h e o r y b a s is ,
t h e r e s e a r c h e x p l o r e d w i t h a g r o u p o f n a t io n a l l y d i s t r i b u t e d
p r a c t i t i o n e r s , a c r o s s a r a n g e o f e ff e c t iv e e a r l y y e a r s s e t t i n g s , t h e c o n c e p t s
o f p e d a g o g y a n d e f fe c ti v en e s s. T h r o u g h p r a c t i t i o n e r s r e f le c t io n s o n
v i e w i n g t h e i r o w n p r a c t i c e o n v i d e o a n d d e l v i n g i n s o m e d e p t h i n t o t h e i r
p e r c e p t i o n s o f t h e i r o w n r o l e a n d i t s a t t r ib u t e s , w e u n c o v e r e d e v i d e n c e o f
t h e s i g n i f ic a n c e a n d i m p l i c a t i o n s f o r p r a c t i t i o n e r s o f t h e c h a n g i n g r o l e o f
p r a c t i t i o n e r s , f r o m o n e o f m a i n l y p r o v i d e r o f ac t iv i ti e s f o r c h i l d r e n t o
t h a t o f r e f le c t iv e a n d i n f o r m e d e d u c a t o r , w h o a n a l y s e s , e v a l u a te s a n d
c h a l le n g e s t h e i r o w n a n d o t h e r s p r a c t ic e s .
T h e d a t a o n e f f ec t iv e p e d a g o g y w a s g a t h e r e d i n c o l l a b o r a t io n w i t h 7 4
p r a c t i t i o n e r s i n 2 7 e f f e c ti v e s e t t i n g s i n 1 6 d i v e r s e g e o g r a p h i c a l l o c a t i o n s
w i t h i n E n g l a n d a n d w a s c o m m i s s io n e d b y th e D e p a r t m e n t f o r E d u c a t i o n
a n d S k il ls . T h e r e s e a r c h m e t h o d s i n c l u d e d i n t e rv i e w s , r e fl e c ti v e
d i a lo g u e s , p a r e n t a l q u e s t i o n n a i r e , v i d e o o b s e r v a t i o n , d o c u m e n t a r y
a n a l y si s a n d l i t e r a t u r e i n t e r r o g a t i o n . T h e r e s e a r c h u s e d l a y e r e d
f i e l d w o r k - n i n e s e t ti n g s w e r e v i s it e d i n e a c h o f th r e e t e r m s d u r i n g 2 0 0 0 -
2 0 01 . F i n d i n g s s u g g e s t a v a s t a n d c o m p l e x a r r a y o f s k il ls , a t t r i b u t e s a n d
c h a r a c t e r i s ti c s a r e r e q u i r e d o f e a r l y y e a r s p r a c t i ti o n e r s a n d t h e s e a r e
d e v e l o p ed i n t h e c o n t ex t o f s o u n d u n d e r p i n n i n g m a n a g e m e n t s t r u c t u r e s
w h i c h s y s t e m a t i c a ll y s u p p o r t t h e p r o f e s s i o n a l d e v e l o p m e n t o f
p r a c t i t i o n e r s w h o s e i n it i a l a n d c o n t i n u i n g t r a i n i n g o p p o r t u n i t i e s m a y b e
e i t h e r l im i t e d o r a d h o c .
EDUCATION 3 13 October 2002 9
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MANAG EMEN T IN PRIMARYSCHOOLS
ntroduct ion
T h i s p a p e r h a s a r i se n f r o m a D e p a r t m e n t f o r E d u c a t i o n
and S k i l l s (DIES ) fund ed re s ea rch p ro j ec t (S P EE L) -
S t udy o f P edagog i ca l E f fec t i venes s i n Ear l y L ea rn i ng -
t h a t b e g a n i n N o v e m b e r 2 0 0 0 a n d l a s t e d f o r t w e l v e
m o n t hs ~. The a i m s and ob j ec t i ves o f t he r e s ea rch were
t o i d e n t i f y t h e c o m p o n e n t s o f e ff e c t iv e p e d a g o g y i n t h e
new F oun da t i on S t age ( ch i l d ren age d 3 -5 yea r s ) and t o
p r o d u c e a F r a m e w o r k o f E f f e c ti v e P e d a g o g y g e n e r a t e d
by ea r l y yea r s p rac t it i one r s and capab l e o f u s e by t h em
as an ev aluat ion tool .
T h e c o n c e p t u a l b a s is o f t h e s t u d y, a l t h o u g h i n f o r m e d
by s i gn i f i can t li t e ra t u re r ev i ews , was i n t ende d to be
g r o u n d e d i n p r a c ti t io n e r s o w n u n d e r s t a n d i n g o f e f fe c -
t ive ped agog y and t he i r ab i l i ty t o be e f f ec t ive i n t he ro l e
o f pedagogu es . The r a t i ona l e fo r t h i s was t ha t t he w i de
range o f va r i ous l y t r a i ned , m u l t i -p ro fes s i ona l peop l e
wh o cons t i t u t e t he ea r l y yea r s work fo rce were un l i ke l y
t o have an ove ra l l de f i ned (o r co rpo ra t e ) concep t o f
pedagogy ye t i n t he i r da i l y l i ves were work i ng i n
s e t t ings de em ed t o be h i gh l y e f f ec ti ve acco rd i ng t o , fo r
e x a m p l e , O f S T E D i n s p e c t io n r e p o r t s a n d l o c a l
au t ho r i t y pe r s onne l .
There has been an i nc reas ed i n t e res t i n p rac t i t i one r s
c o n s t r u c t o f p e d a g o g y a n d t h e w a y i n w h i c h i t i n fo r m s
ef fec t ive teach i ng and l ea rn i ng ( e .g . Day 1999a). A s
pedagog i ca l under s t and i ng deve l ops , i t s com pl ex i t y
and fo rm er e l u s i venes s i s i nc reas i ng l y acknowl edged .
The r ece n t i n te res t i n ped ago gy by t he Eng l i s h govern -
m e n t r e s u lt e d i n t w o k e y r e s e a rc h p r o j e c t s f u n d e d b y
t h e D I E S i n 2 0 0 0 -0 1 o f w h i c h S P E E L i s o n e . I n o r d e r
t o p res en t t he back g rou nd t o t h is pape r , t hes e two p ro -
j ec t s a r e i n t roduced i n t he fo l l owi ng s ec t i on , t oge t he r
wi t h a b r i e f r e f e rence t o o t he r r e l a t ed and r ecen t
i n it ia t ives . The s eco nd s ec t i on o f t h i s pape r w i l l p res en t
t h e r e se a r c h d e s i g n a n d m e t h o d s f o r th e S P E E L p r o -
j ec t ; fo l l owed by s ec t i on th ree p res en t i ng the r e s ea rch
f i n d in g s . A s o n e o f t h e f i n d i n g s f r o m t h e r e s e a r c h
i nd i ca t ed a m a j o r ro l e fo r m anage r s i n f ac i l it a t ing and
deve l op i ng e f f ec t i ve pedagog i ca l p rac t i ces , t he f i na l
d i s c u s si o n w i ll e x p l o re s o m e o f t h e m a n a g e m e n t i m -
p l i c a ti o n s o f t h e e m e r g i n g e v i d e n c e.
I t is wor t h h i g h l i gh t i ng a t th i s po i n t j u s t a f ew key
t e rm s . P rac t i t i on e r s , i n ea r l y yea r s educa t i on and ca re ,
m e ans a l l t hos e adu l t s f rom a r ange o f d i f f e ren t d i s -
c i p l ines i nc l ud i ng educa t i on , hea l t h and ca re w ho w ork
wi t h ch i l d ren . P rac t i t i one r s have a d i ve r s e a r r ay o f
qua l i f i ca t i ons r ang i ng f rom a f ew who s t i l l h ave no
qua l i f i ca t i ons a t a l l t h rough t he fu l l gam u t o f t hos e
wi t h NV Q l eve ls , va r ious ce r t i f i ca t e s and d i p l om a s , in -
c l u d i n g n u r s e r y n u r s e s a n d t e a c h e rs w i t h p o s t - g r a d u a te
qua l i f ica t i ons . In t he S P E EL res ea rch i t was i m por t an t
t ha t t he i n t e res ts and exper t i s e o f a l l t hes e peop l e w ere
rep res en t ed in t he evo l v i ng F ram ework .
P rac t i t i one r s work i n a va r i e t y o f se tt ings i nc l ud i ng
p l ayg roups , i ndep ende n t and s t a t e nu r s e ry c l a s s es and
s choo l s , day nu r s e r i e s , ch i l dm i nd er s , r ecep t i on c l a s s es
and p r i va t e s choo l s .
I n t h e S P E E L p r o je c t , w e h a v e d e f i n e d - t h r o u g h t h e
a n a ly s is o f p ra c t i ti o n e r s c o m m e n t s a n d p r a c t ic e i n
effect ive se t t ings - e ar l y ye ars p e d agog y as:
... bo t h t he beh av i ou r o f teach i ng a nd be i ng ab l e to
t a l k abou t and r e f l ec t on t each i ng . P edagogy en -
c o m p a s s e s b o t h w h a t p r a c t i ti o n e rs a c t u a l ly D O a n d
THINK and t he p r i nc i p l e s , t heo r i e s , pe rcep t i ons
and cha l l enges t ha t i n fo rm and s hape i t. I t connec t s
t he r e l a t ive l y s e l f - con t a i ned ac t o f t each i ng an d
be i ng an ea r l y yea r s educa t o r , w i t h pe r s ona l , cu l -
~ r a l a n d c o m m u n i t y v a l u e s ( in c l u d i n g c ar e ), c u r r i -
cu l um s t ruc t u res and ex t e rna l i n f luences . P edago gy
i n the ea r l y yea r s ope ra t e s f rom a s ha red f r am e o f
r e f e r e n c e ( a m u t u a l l e a r n i n g e n c o u n t e r ) b e t w e e n
t he p rac t i ti one r , t he you ng ch i l d and h i s / he r f am i ly .
f fec t iveness we have de t e rm i n ed as r e l a ti ng to :
.. . id en t i f i ab le f ea t u res o f ped ago gy wh i ch i nd i ca t e
qua l i t y t each i ng and l ea rn i ng and can b e i den t i f i ed
by kno wl edg eab l e obs e rve r s . E f fec t ive ea r l y yea r s
p rac t i ti one r s a r e thos e wh o bo t h pos s es s and app l y
t o t he i r p rac t i ces s pec i f i c va l ues , qua l i ti e s , know -
l e d g e a n d t h i n k i n g w h i c h e n s u r e t h e y h a v e a p o s i -
t ive e f f ec t on ch i l d ren s l ea rn i ng and deve l opm en t .
E f f e c t i v e p e d a g o g y n o t o n l y p r o d u c e s o u t c o m e
resul t s in re la t ion to input , bu t a l so represents a
c o m m o n c o r e o f v a l u e s a n d o b j ec t iv e s to w h i c h a l l
t hos e i nvo l ved can s ubs c r ibe ( and as p i r e ). E f fec -
t i venes s is , the re fo re , capab l e o f be i ng obs e rved
aga i n s t a we l l -de f i ned and i nc l u s i ve f r am ework
and can b e m eas u red aga i n s t ag reed c r i te r i a.
Jus t as pract i t ioners in the ear ly years are d iverse , so are
t he m a n a g e r s who l ead t eam s i n t he va r i ous s e t t i ngs ,
w h o s e b a c k g r o u n d s c a n b e a s e q u a l ly v a r i e d a s t h e ir
e m p l o y e e s . T h e t e r m m a n a g e r i s u s e d g e n e t i c a ll y t o
i nc l ude head t eache r s and p r i nc i pa l s , a s we l l a s heads o f
day nu r s e r i e s and p l ayg roup l eade r s . Mos t o f t hes e
p e o p l e a r e a c c o u n t a b le t o s o m e k i n d o f b o a r d o f
m anager s o r governo r s .
F in a ll y, c u r r i c u l u m i n th e e a r l y y e a rs i s n o w d e f i n e d
b y t h e
urriculum guidance for the foundation stage
( C G F S - D I E S / Q C A 2 0 0 0 ) , th e i n t r o d u c ti o n o f w h i c h
has been a s i gn i f i can t l andm ark wi t h i n ea r l y yea r s
educa t i on . I t em p has i s es t he yea r s 3 -5 fo r youn g ch i l -
d ren a s a d i s t i nc t educa t i ona l phas e and s uppo r t s t he
1 O EDUCATION 3 13 October 200 2
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M A N A G E M E N T I N P R I M AR Y S C H O O L S
v i ew t ha t we l l -p l anned p l ay , bo t h i ndoo r s a nd o u t doo r s ,
i s a key way i n w h i ch yo ung ch i l d ren l ea rn . Wi t h i n the
C GF S , p rac t i ti one r s a r e enco u rage d t o r e f l ec t and
eva l ua t e p rac t i ce t h rough de f i n i ng underp i nn i ng p r i n -
c i p le s and r e l a t ing t he m t o p rac t ice . Th i s was one o f the
em e rg i ng i ss ues w i t h i n t he S P EE L p ro j ec t , a s we s ha l l
s ee . In t e res t ing l y , t he t e rm ped ago gy was no t m e n-
t i oned as s uch wi t h i n t he C GF S bu t has s i nce had a
d i s t inc t - and r e t a i ned - focus a s a r e s u l t o f t he e f f ec -
t ive peda gog y p ro j ec t s ou t l i ned i n t hen nex t s ec t ion .
ackground to the e f fec t ive ear ly years
p e d a g o g y r es e ar ch
I n 1 99 6, t h e t h e n D e p a r t m e n t f o r E d u c a t i o n a n d E m -
p l o y m e n t (D I E E ) c o m m i s s i o n e d a l o n g i tu d i n a l st u d y o f
E f f e c t i v e P r e - S c h o o l E d u c a t i o n ( E P P E ) t h e f i r s t
i n t e r i m repo r t s wh i c h were pub l i s hed i n 1999 (S y l va e t
a l
a n d S y l v a 2 0 0 0 ). E P P E f o ll o w s th e d e v e l o p m e n t o f
over 3000 ch i l d ren i n d i f f e ren t p re - s choo l cen t r e s f rom
age 3 t o age 7 . The r e s ea rch i s be i ng ca r r i ed ou t f rom
1997-2003 , and fu r t he r r epo r t s a r e fo r t hcom i ng . As a
c o m p l e m e n t t o t h is s t ud y , m e m b e r s o f t h e E P P E t e a m
w e r e c o m m i s s i o n e d to c o n d u c t t h e E f f e c ti v e P e d a g o g y
i n t he Ear l y Years (EP EY) r e s ea rch (S i r a j -B l a t ch fo rd
a n d S y l v a ( 2 0 0 2 ) . E P E Y h a s f o c u s e d o n t h e p e d a -
gog i ca l s t ra t eg ies u s ed wi t h i n t he F ound a t i on S t age , to
s uppo r t t he de ve l op m e n t o f ch i l d ren s know l edge , s k i ll s
and under s t and i ng . I t u s es quan t i t a t i ve da t a on ch i l d
o u t c o m e s f r o m E P P E a n d a r a n g e o f q u a li ta t iv e a n d
obs e rva t i ona l r e s ea rch m e t hods .
I t was i n t h is con t ex t o f h i gh pedagog i ca l focus t ha t t he
S P E E L p r o j e c t w a s C o n c e p tu a l is e d a n d c o m m i s s i o n e d
b y t h e D I E S ( M o y t e s
e t a l
2002) . Work i ng i n tens i ve l y
wi th se lected , ef fect ive pract i t ioners , we a imed to sur-
f a c e a n d i d e n t i f y th e e x i s ti n g b u t e m b e d d e d a n d
in tu i t ive character i s t i cs o f ef fect ive peda gogy . Together ,
p rac t i ti one r s and re s ea rche r s dev e l oped a f r am ew ork o f
cha rac t e ri s ti c s and beh av i ou r s capab l e o f u s e a l ongs i de
t he C GF S i n i den t i fy i ng e f f ect i ve pe r fo rm ance . Und er -
p i nn i ng t he r e s ea rch was an und er s t and i n g t ha t a ll
s t akeho l de r s i n ea r l y yea r s edu ca t i on s hou l d wo rk t o -
ge t he r to e s t ab l is h a com m on co re o f va l ues and ob j ec -
t i ves (Mos s and P ence 1994 ; Dah l be rg e t a l 1999).
S takeho lders , in th i s context , refers to a l l p ract i t ioners ,
m anager s , pa ren t s , l oca l au t ho r i t y and Ear l y Year s
D e v e l o p m e n t a n d C h i l d c a r e P a r t n e rs h i p p e r s o n n e l a n d
ear ly years t ra iners .
In add i t i on t o t he S P EEL and EP EY p ro j ec t s , t he re
have been o t he r r ecen t and r e l evan t r e s ea rch and wr i t -
i ng tha t has exp l o red t he m ean i ng and app rop r i a t enes s
o f peda gog y i n t he ea r l y yea r s and , i n pa r ti cu la r l y , the
i n f l uence t ha t p rac t i t i one r s can and s hou l d have ove r
t h e c u r r i c u l u m a n d t h e w a y s i n w h i c h t h e y i m p l e m e n t
i t w i t h v e r y y o u n g c h i l d r e n - t h e p a r t ic u l a r a r g u m e n t s
a r e u s u a l l y c o n c e n t r a t e d o n t h e r e l a t i o n s h i p a n d
ba l ance be t ween d i r ec t t each i ng and ch i l d - i n i t i a t ed
act iv i t i es (see Bennet t
e t a l
1997 and Wyl i e 1998 as
exam pl es ) . Ye t o t he r r e s ea rch has exa m i n ed p rac -
t it i o n e rs c o n s t ru c t s o f p e d a g o g y a n d i d e n t i f i e d th e
cha l l enges i nvo l ved i n i t s a r t i cu l a ti on ( e . g . J ens en
e t a l
1997 ; Adam s
e t a l
2 0 0 0 ; M o y l e s a n d A d a m s 2 0 0 1 ;
N e v e s a n d M o r a l s 2 0 0 1 ) m a i n l y c o n c l u d i n g th a t t im e
a n d s p a c e f o r th i n k i n g a n d r e fl e c t in g o n t h e m e a n i n g o f
d i f f e r e n t p r a c t i c e s a n d d i f f e r e n t p r i n c i p l e s u n d e r -
p i n n i n g p e d a g o g y , c o m b i n e d w i t h s u p p o r t f o r t a l k i n g
t h r o u g h d a i l y o c c u r r e n c e s , p r o v i d e a n a p p r o p r i a t e
con t ex t i n wh i ch t eache r s ( and , i n th i s cas e , p rac -
t i t ione r s ) vo i ces can be hea rd .
T h e b a s is o f i n t u it iv e a n d e m o t i o n a l d i m e n s i o n s w i t h i n
t he t each i ng ro l e have a l s o been w e l l exp l o red i n r ecen t
t i m e s ( e .g . A t k i n s o n a n d C l a x t o n 2 0 0 0 ). T h e c o n c e p t o f
t he r e f l ec t i ve p rac t i t i one r , wh i l s t no t new ( s ee S ch6n
1983 and 1987) , i s s igni f ic ant for ear ly years perso nne l
i n s o f at- a s m a n y h a v e e m b e d d e d - a n d p e r h a p s e v e n
rou t i n i s ed - s t r a teg i es fo r t each i ng w i t hou t oppo r -
t un i t ie s t o cons i de r t he i r i m pac t up on c h i l d ren and t he i r
u n d e r s t a n d i n g o r t h e i n te r f a c e b e t w e e n r e f l e c t io n a n d
ar t i cu l a ti on (Day 1999b ). T he ques t i on o f whe t he r
re f l ec t i on on and abou t p rac t i ce ac t ua l l y l eads t o
chang es i n p rac t i ce o r to ch anges on l y i n t h i nk i ng abou t
p rac t i ce i s a l s o pa r t o f cu r r en t d i s cus s i ons ( e .g . M oy l es
e t a l 2003) . C l i f t and Al be r t (1998 ) obs e rve d tha t
r e f l ec t i on r equ i r e s d i r ec t i on and ob j ec t i v i ty i f pos i t i ve
o u t c o m e s a re t o b e a c h i e v e d . T h e b e n e f i t o f i n f o r m e d
s u p p o r t e d re f l e c ti o n is a r e c u r r i n g t h e m e i n S P E E L a n d
wi l l be add res s e d l a t e r i n t h is pape r .
We a l s o acknow l edge tha t , i n r ecen t yea rs , t he re has
been ex t ens i ve r e s ea t ch and ne w ev i denc e o f ch i l d ren s
c o g n i ti o n , l e a r n in g a n d d e v e l o p m e n t ( B o w m a n
e t a l
2 0 0 1 ). E x i s t in g c o n c e p t i o n s h av e b e e n c h a l l e n g e d b y
n e w e v i d e n c e o f h o w c h i l d r e n le a r n ( K o t u l a k 1 9 96 ;
Wood 1998 ; Wood 2000 ) . Thes e a reas a re vas t and ,
w h i l s t t h e y c o n t i n u a l ly i n f o r m e d o u r v i e w o f p r a c t i c e
a n d t h e c o n t e x t o f l e a r n in g w i t h i n th e C G F S , o u r m a j o r
focus was o n t he p rac t it i one r s who s u ppo r t l ea rn i ng . In
t ha t s ens e , l ea rn i ng was on l y pe rce i ved i n te rm s o f t he
veh i c l e t h rough wh i ch p rac t i t i one r s p rac t i s ed t he a r t ,
c r a ft a n d s c i e n c e o f te a c h i n g w h i c h , i n t h e c a s e o f v e r y
young ch i l d ren , neces s a r i l y i nvo l ves p l ay and p l ay fu l
app roaches .
T h e c o n c e p t o f p e d a g o g y a n d c o n s i d e r i n g o n e s o w n
t e a c h in g , h a s b e e n s o m e t h i n g o f a c h a l l e n g e f o r e a r ly
yea r s p rac t i t i one r s who have t r ad i t i ona l l y s een t he i r
ro l e a s ca r i ng m o re t han , o r a t l eas t a s m uc h as,
E D U C A T IO N 3 1 3 O c t o b e r 2 0 0 2 1 1
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t e a c h i n g p e r s e So the focus on pedagogy requires a
s ign i fi can t change in th ink ing abou t p r ac ti ce . H ord
e t
a l (1998) argue that managers , heads and, in the UK
context , senior management teams , p lay a cr i t ica l ro le
in p rov id ing the s uppor t r equ i r ed du r ing the p roces s o f
chang e in pract ice , of ten the o utcom e of reflect ive d is-
pos i t ions . In order to cons ider and prepare for change,
pract i t ioners require t ime, a wi l l ingness to be chal-
lenged and to confront bel iefs and pract ice , adequate
resources to suppor t potent ia l change, thorough on-
going t ra in ing and, crucia l ly , suppor t f rom peers and
manager s .
With in th is context of ear ly years awareness , govern-
me n t in i t ia t ives and ev idence o f the inc reas ing ly com-
p lex ro le o f adu l ts , t he S P EEL res ea rch des ign a imed to
suppor t the process of ident i fy ing the ef fect ive ear ly
years pedagog ue. In sum mary, f rom i ts in i t ia l l itera ture
r ev iew , the S P EEL p ro jec t w orked f rom an evo lv ing
conceptua l isa t ion of ef fect ive pedago gy that i s :
* prac tice-b ased (Siraj-Blatch ford, 1998);
* dependen t on r e f lec t ive pedagog ica l pe r cep t ions
(Mailhos , 1999) ; and
* in fo rmed by cons c ious ly a r t i cu la t ed p r inc ip le s and
ph i lo s ophy (M oy les and A dams e t a L 2001).
R e s e ar ch e s i g n a n d M e t h o d s
The da ta on e f f ec t ive pedag ogy w as ga the red in co l -
laborat ion with 74 pract i t ioners f rom 27 ef fect ive
set t ings (wi th in the range a l ready out l ined) in 16
diverse geograp hical locat ions across Englan d cover ing
a range of socio-economic and socio-cul tura l contexts .
O f these pract i tioners , 26 were manage rs . The resea rch
methods inc luded in te rv iew s , ques t ionna i r e , v ideo
observat ion , doc um enta ry analys is and l i tera ture in ter -
rogat ion . Al l in terv iew s used audio rec ording and t rans -
c r ip t ion . The r e s ea rch u s ed l aye red f i e ldw ork - 9
set t ings were v is i ted in each of three terms d ur ing
2000-01 - and parents v iew s we re sought dur ing Lay er
2 v ia ques t ionnaire (n=214) . Al l the outco me data were
val idated through the appl icat ion of var ious measures ,
cont inual in teract ion with pract i t ioners on i ts develop-
men t , a com prehens ive l i tera ture review, an ea r ly years
Exper t A dv i s o ry G roup (EA G ) and a w eb- s i te eva lua -
tion.
D ur ing the f i rs t l aye r o f the f i e ldw ork the r e s ea rche r s
conducted semi-s t ructured in terv iews with 27 prac-
t i t i one r s and manager s w ho w ere a l l cons ide red (by
loca l au tho r i ty pe r s onne l w ho r ecommended them) to
be exper i enced and exper t in the f i e ld o f ea r ly yea r s
care and educat ion .
A w ide r ange o f docum en ts w as co l l ec ted f rom s e t t ings
w i th the in t en tion o f iden t i fy ing o the r a s pec ts o f peda -
gogy as a w ho le tha t ma y no t be apparen t w i th in in t e r-
v iews and ref lect ive d ia logues , for example , the im-
por tance of e thos .
In an a t t emp t to acces s the pedagog ica l th ink ing under -
p inning ef fect ive pract ice , the researchers and prac-
t i t ioners en gage d as research-par tners dur ing Layers 2
and 3 in Ref l ec t ive D ia logues , a ne w techn ique
in tended to d r aw ou t under ly ing th ink ing abou t p r ac t i ce
f rom com bined v iew ing o f ac tua l p rac t i ce on v ideo and
fol lowing up d iscuss ion (on a sub sequent day) on that
pract ice af ter g iv ing the pract i t ioner time to v ie w their
ow n v ideo in p riva te .
The Ref lec t ive D ia logue (RD ) t echn ique i s bas ed on
the bel ie f that guided, suppor ted ref lect ion deepens
pedagog ica l aw areness and has b een in fo rmed by es ta -
b l i s h e d m e t h o d o l o g i c a l a r e n a s , i n c l u d i n g a c t i o n
research , s t imulated recal l , cogni t ive in terv iewing, re-
f l ec t ive and ev idence - in fo rmed p rac ti ce (P a te rs on and
Moyles 2001:3) . Pr ice (2001) sugges ts that co l labora-
t ive r e s ea rch may p romote d i s posi t ions o f inqu i ry and
re f l ec t ion and deepen under s t and ing o f pedagog ica l
con ten t know ledge .
Ref lect ive Dialogues involve two research-par tners -
p r ac t it ione r and r e sea rche r - d r aw ing upon each o the r s
know ledg e in o rde r to ex tend, deve lop and deep en the i r
combined pe rcep t ions . The RD exchanges demand
care fu l p r epa ra t ion and under s t and ing by bo th p r ac -
ti t ioner and researcher. Initially, the practit ioner is
invi ted to se lect one pedagogical ep isode of approxi-
ma te ly 20 m inu tes . Wi th in the S P EEL p ro jec t, i t w as
sugges ted that ea ch pract i t ioner se lects a br ief ep isode
w hich migh t i l l u s t r a t e p lay fu l p r ac t i ce o r an a r ea in
w h ich the p r ac t i tione r f e lt mos t con f iden t . A t an ag reed
t ime dur ing the f i r s t day , the episode is v ideoed and
la ter in the s ame day, a copy o f the v ideo t ape p res en ted
to the practi t ioner . Ac com pan ying the v ide o is a ser ies
of probing ques t ions des igned to scaf fo ld ref lect ive
v iew ing o f the v ideo t ape l a t e r in the day . O f ten th rough
repea ted v iew ing and us ing the ques t ions to p rom ote ,
guide and suppor t ref lect ion , i t was found that prac-
t i t ioners began spontaneous ly to in ter rogate thei r own
prac t i ce . O n the s econd day , a d ia logue be tw een
res ea rch -pa r tne r s took p lace in w h ich o f t en ju s t the
br iefes t of ep isodes f rom the v ideo provided a spr ing-
board fo r engag ing in deepen ing d i s cou r s e and l ea rn ing
more abou t pedagog ica l th ink ing underp inn ing p rac -
tice.
The r e s ea rch me thodo logy made us e o f p r ac t i t ione r s
ow n in terpreta t ions o f thei r pract ice . The RD in ter -
1 2 EDUCATION 3 13 October 200 2
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v i e w s w e r e t r a n s c r i b e d , c o d e d w i t h p r a c t i t i o n e r s ' p e r -
c e p t i o n s o f ' e f f e c t iv e n e s s ' a n d u s e d t o g e n e r a t e s e t s o f
K e y S t a t e m e n t s a g a i n s t w h i c h , i n t u r n , e f fe c t i v e p e d a -
g o g y c o u l d b e d e f i n e d .
D u r i n g l a y e rs 2 a n d 3 , a s e l e c ti o n o f K e y S t a t e m e n t s
f r o m t h e e m e r g i n g F r a m e w o r k w e r e p r e s e n te d t o t h e
m a n a g e r s a n d p r a c t i t i o n e r s a n d t h e i r c r i t i c a l , c o n s t r u c -
t iv e r e s p o n s e s i n v i te d . T h e s e r e s p o n s e s w e r e a l s o u s e d
t o i n f o r m t h e e m e r g i n g F r a m e w o r k . F o r e x a m p l e ,
w h e r e h e a d t e a c h e r s a d d e d t o s t a t e m e n t s , th e i r c o m -
m e n t s w e r e i n c l u d e d i n t h e F r a m e w o r k .
I t i s w e l l d o c u m e n t e d t h a t q u a l i ta t iv e r e s e a r c h p r o d u c e s
u n e x p e c t e d r e s u l t s , o f t e n r e q u i r i n g a p r e p a r e d n e s s t o
h a n d l e c o m p l e x a m b i g u o u s d a t a ( H a t c h 1 9 9 8 ). F re -
q u e n t r e f e r e n c e t o t h e e m e r g i n g d a t a a n d o n - g o i n g
r e s e a rc h e r r e f l e c ti o n w a s r e q u i r e d i n o r d e r t o e n s u r e t h e
r e s e a rc h m e t h o d s c o n t i n u e d to b e a p p r o p r ia t e . C o n -
s e q u e n t l y s o m e t i m e s i t w a s d i f f i c u l t , t h e n a s n o w , t o
t o t a ll y s e p a ra t e t h e m e t h o d s f r o m t h e f i n d i n g s
i n d i n g s
T h e f i n d i n g s f ro m e a c h L a y e r o f t h e r es e a rc h w e r e u s e d
o n a c u m u l a t i v e b a si s c o n t i n u a l l y to i n f o r m t h e n e x t
s t a g e . F o r e x a m p l e , a n a l y s i s o f t h e i n i t i a l i n t e r v i e w
t r an s c r ip t s r e v e a l e d a n e m p h a s i s o n t h e p r a g m a t i c a s -
p e c t s o f t e a c h i n g - p r a c t i ti o n e r s w e r e m o r e c o m f o r t -
a b l e d e s c ri b i n g w h a t t h e y d i d r a t h e r t h a n h o w o r w h y .
T h i s t h e n d e t e r m i n e d t h e n a t u r e o f th e q u e s t i o n s
u t i li s e d b y b o t h r e s e a r c h - p a rm e r s d u r i n g R D s , a s t h e
o b j e c t i v e w a s t o d r a w o u t m o r e a b o u t i n t e n t i o n s a n d
r a t i o n a l e f o r p r a c t i c e . I n t u r n , t h i s p r o c e s s o f g u i d e d ,
s u p p o r t e d a n d r e f le c t i v e a r t ic u l a t io n ( a u n i q u e c h a r a c -
t e ri st ic o f S P E E L ) a p p e a r e d t o d e e p e n p r a c t i ti o n e r s '
a w a r e n e ss a n d h e l p m a k e e x p l i c i t t o t h e m a n d o t h e r s
a t t ri b u t e s o f t h e i r o w n e f f e c t i v e p r a c ti c e . H o w e v e r ,
m o r e w o r k w i l l b e n e e d e d . i n t h i s a r e a t o l o o k a t t h e i n -
f l u e n c e o f th i s o n p r a c t i c e .
T h e k e y ' f i n d i n g ' - o u t c o m e - o f t h e S P E E L p r o j e c t
h a s b e e n a F r a m e w o r k o f E f f ec t i v e P e d a g o g y t h a t i s
r o o t e d i n p r a c t i t i o n e r s ' t h i n k i n g , v a l u e s , b e l i e f s a n d
p r a c t i c e s W o r k i n g t o g e t h e r , t h r o u g h d r a f t i n g a n d r e -
d r a f t i n g , t h e r e s e a r c h e r s , p r a c t i t i o n e r s a n d t h e E x p e r t
A d v i s o r y G r o u p ( E A G ) d e v e l o p e d a s e t o f 1 2 9 K e y
S t a t e m e n t s w h i c h h a v e b e e n c a t e g o r i s e d u n d e r t h e
f o l lo w i n g t h re e h e a d i n g s a n d r e l a t e d s u b - h e a d i n g s :
P r a c t i c e w h i c h i n c l u d e s t h e l e a r n i n g C o n t e x t ,
I n t e r a c t i o n s , a n d P l a n n i n g ;
P r o f e s s i o n a l i s m w h i c h i n c lu d e s K n o w l e d g e ,
T h i n k i n g , a n d Q u a l i ti e s ;
P r i n c i p l e s w h i c h i n c l u d e s E n t i t l e m e n t s , T e a c h i n g
a n d L e a r n i n g , a n d R o l e s .
T h e F r a m e w o r k i s a s p i r a t i o n a l i n t h a t i t s e e k s t o i d e n -
t i fy t h e h i g h e s t l e v el o f e f f e c ti v e n e s s a n d t o e m p h a s i s
c o n t i n u i n g l e a r n i n g . ( I t c a n b e r e v i e w e d e l s e w h e r e :
D f E S i n p r e s s ) . S u f f i c e i t t o s a y t h a t w h i l s t 1 2 9 K e y
S t a t e m e n t s s o u n d s v a s t , t h e s e a r e i n f a c t a c o n d e n s e d
v e r s i o n o f a c o l le c t i o n o f m a n y h u n d r e d s o f s t a t e m e n t s
c u l l e d f r o m p r a c t it i o n e r s w h i c h i n c l u d e a n e n d l e s s
a r r a y o f a t t ri b u t e s, c h a r a c t e ri s ti c s a n d d i m e n s i o n s o f
e a r ly y e a r s t e a c h i n g . T h e c o m p o n e n t s w h i c h p r a c -
t i t i o n e r s w e r e a b l e t o g i v e u s w h i c h , i n t h e i r t e r m s ,
r e p r e s e n t e d e f f e c ti v e p e d a g o g y a p p e a r e d e n d l e s s. I t
w a s t h e t i m e - s c a l e o f th e p r o j e c t u l t i m a t e l y w h i c h
b r o u g h t f i n a l d e c i s i o n s o n w h a t s h o u l d a n d s h o u l d n o t
b e i n c l u d e d .
T h r o u g h t h e d e v e l o p m e n t o f t h e F ra m e w o r k , a n u m b e r
o f o t h e r fi n d i n g s e m e r g e d :
E a r l y y e a r s p e d a g o g y i s a n e x t r e m e l y c o m p l e x
p h e n o m e n o n c o m p r i s i n g a w i d e v a r i e ty o f p r ac -
t i c e s u n d e rp i n _ n ed b y p r i n c i p l e s a c q u i r e d t h r o u g h
t r a in i n g a n d a s a r e s u l t o f p r o f e s s io n a l e x p e r i e n c e s
a n d p e r s o n a l u n d e r s t a n d i n g . B e c a u s e o f i ts c o m -
p l e x it y , ' e f fe c t i v e n e s s ' h a s t o b e v i e w e d a s a w h o l e
r a t h e r t h a n p a r t i c u l a r a s p e c t s t a k e n i n i s o l a t i o n .
T h i s v a s t n e s s a n d c o m p l e x i t y o f w h a t c o n s t i t u t e s
e f fe c t iv e p e d a g o g y h a s b e e n s o m e t h i n g o f a su r -
p r i s e t o m a n y p r a c ti t io n e r s . S e e i n g ' e f fe c t i v e e a r l y
y e a r s p e d a g o g y ' l a i d o u t c l e a r l y a s a F r a m e w o r k ,
h a s r a i s e d t h e i r p e r c e p t i o n o f t h e s t a t u s o f th e i r r o l e
f o r m a n y p r a c t it i o n e rs .
W o r d s s u c h a s 'p e d a g o g y ' a n d 't e a c h ' p r o d u c e
v a r i o u s r e s p o n s e s i n p r a c t i t i o n e r s ( e .g . e m b a r r a s s -
m e n t , h u m o u r , f e a r , d i s c o m f o r t , m i s u n d e r s t a n d -
i n g ) . T h e l a n g u a g e o f ' t e a c h i n g ' , e n g e n d e r s c o n -
c e r n i n e a r l y y e a r s p r a c t i ti o n e r s w h o f e e l t h a t t h e y
s u p p o r t c h i l d r e n ' s d e v e l o p m e n t w i t h i n a n e n a b l i n g ,
f a c i l i t a t i n g a n d o b s e r v i n g r o l e r a t h e r t h a n d i r e c t l y
a s ' t e a c h e r s ' .
E f f e c ti v e p e d a g o g i c a l p r a c t ic e s a r e d e p e n d e n t u p o n
m a n a g e r s d e v e l o p i n g a s tr o n g o v e ra l l m a n a g e m e n t
a n d o r g a n i s a t i o n e t h o s i n w h i c h p r a c t i t i o n e r s f e e l
t h e y a re i m p o r t a n t , v a l u e d a n d h a v e s ta t u s.
A r t i c u l a t i o n o f , a n d r e f l e c t i o n a b o u t p r a c t i c e
a p p e a r t o b e i m p o r t a n t t o p r a c ti t io n e r s i n c o n s i d e r -
i n g n e c e s sa r y c h a n g e s t o p r ac t ic e a n d i m p r o v e m e n t
i n p e d a g o g i c a l s k i ll s .
T h e a b i l i t y o f p r a c t i t i o n e r s t o a r t i c u l a te a n d re f l e c t
u p o n p r a c t i c e , a p p e a r s t o b e r e l a t e d t o t h e i r l ev e l o f
EDUCATION 3 13 October 200 2 1 3
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t r a i n ing and t o an e t hos w i t h i n s e t ti ngs wh i c h pos i -
t i ve l y p rom ot es s e l f - eva l ua ti on and r e f l ec t i on and
adop t s s t ra t eg ies fo r dev e l op i ng t hes e .
I n E a g e r t o L e a r n ( B o w m a n et a l . 2001 :183) i t is sug-
ges t ed tha t t he i n t e l lec t ua l f r am i ng o f t he idea o f
peda gog y s uppos es a coherence and de l i be ra t enes s tha t
i s o f t en abs en t i n p rac t i ce . Th ere i s a dang er t ha t i n
s i m p l i fy i n g t h e c o m p l e x i ty o f p e d a g o g y , t h e e x p e r ti s e
o f p r a c t it io n e r s i s m i n i m i s e d . T h e b r o a d e r c o n t e x t m u s t
b e a c k n o w l e d g e d , f o r e v e n e x p e r t p e d a g o g u e s m u s t
wo rk in a con t ex t o f i n fo rm ed s uppo r t , he l p fu l s t ruc -
t u res , w i t h an app rop r i a t e cu r r i cu l um ( i b i d . 2001 :
3 1 9 ) . B o w m a n
et al.
conc l ud e I f the re is s s i ng l e
c r i ti ca l com po nen t t o qua l i ty , i t r e s ts i n t he r e l a t i ons h i p
be t w een t he ch i l d and t he t eache r /ca reg i ve r , and i n t he
ab i l it y o f t he ad u l t to be r e s pons i ve t o t he ch i l d .
However , p rac t i ce va r i e s s i gn i f i can t l y am ongs t p rac -
t i ti one r s i den t i f i ed ove ra l l a s e f f ec ti ve . The m u l t i p l i c i t y
o f t ypes o f p rov i s i on and i ts e t hos , a nd s t a f f qua li -
f i cat ions and t ra in ing wi th in se t t ings resu l t s in s igni -
f i can t d i ve r s i ty o f e f f ec t ive pedago gy wi t h an apparen t
c o n t i n u u m o f e f f e c t i v e n e s s r a n g i n g f r o m g o o d t o
exce l l en t ? The m a j o r i t y o f p rac t i ti one r s ( ce r t a i n ly w i t h -
i n t h i s r e s ea rch ) w i l l need t o work t owards ach i ev i ng
exce l l ence .
I t was ve ry c l ea r tha t t he R D s p r ov i ded t he r i ches t
s o u r c e o f d a t a t o i n f o r m t h e F r a m e w o r k a n d o u r i n -
c r e a s e d u n d e r s t a n d i n g o f e a r l y y e a rs e f f e c t i v e
pedagogy . Th roughou t t he s em i - s t ruc t u red i n t e rv i ews ,
t oo , t he re was a s t rong em phas i s on t he va l ue o f r e f lec -
t i ve p rac t i ce , pa r t i cu l a rl y em phas i zed by m an ager s . F o r
e x a m p l e , o n e K e y S t a t e m e n t s ta t e d th e b e n e f i t o f b e i n g
re f l ec ti ve - t he fo l l owi ng quo t a t i on f rom on e m ana ger
( a h e a d t e a c h e r ) a c k n o w l e d g e s t h e c o m p l e x i t y o f
r e f l ec t i on bu t a l s o he l ped u s t o ex t end t ha t Key S t a te -
m e n t b y a c k n o w l e d g i n g t h e r o l e t h a t h e a d t e a c h e r s p la y
i n ens u r i ng r e f l ec t i on l eads t o pos i t ive ou t com es :
I t h i n k b e i n g r e f le c t i v e i s v e r y i mp o r t a n t , b u t I t h i n k
a s a H e a d I s o m e t i m e s f e e l t h a t t h e m o s t r e f le c ti v e
p e o p l e a r e a c t u a l l y l a c k i n g i n c o n f i d e n c e s o me -
t i me s , a n d b e c a u s e t h e y ' r e c o n s t a n t l y s t r i v i n g t o
i mp r o v e o r t o d e v e l o p , t h e y h a v e t h i s , p e r h a p s ,
l o w e r s e l f- e s t ee m . . . . I t h i n k y o u s h o u l d c o n s t a n t ly
b e r e f l e c t in g o n c u r r e n t p r a c t i c e , w h i l s t a t t h e s a m e
t ime , b e l i e v i n g i n w h a t y o u ' r e d o i n g . A n d I t h i n k
y o u n e e d t h a t b e l i e f to b e a b l e t o t r u l y r e f l e c t in a
p o s i t i v e w a y . .. Y o u h a v e t o a c k n o w l e d g e y o u r s u c -
c e s s e s a s w e l l a s y o u r f a i l in g s . I m e a n s o m e t i m e s
i t' s o nl y a c a s e o f a s k i n g p e o p I e t o f o c u s o n s o m e -
t h i n g w h i c h y o u k n o w t h e y ' r e g o o d a t .. . I t h i n k
t h a t' s j u s t a b o u t m a n a g e m e n t s t y l e s a n d s t r a t e g ie s .
... I t h i n k p e o p l e t a l k a b o u t b e i n g r e f l e c t iv e p r a c -
t i ti o n e rs , b u t d o n t a h f a y s u n d e r s t a n d t h e t e r m .
F or t he pu rpo s e o f th i s pape r , the r e s t o f t he f i nd i ng s
w i l l f o c u s o n m a n a g e m e n t im p l i c a t io n s i n s u p p o r t i n g
re f l ec ti ve p rac t ice and va l u i ng p rac t i t ione r s ro l es .
M anag ers supp ort ing ref lect ion
One key f i nd i ng , com m on t o a l l s e tt i ngs, is t ha t e f fec -
t iv e p e d a g o g y i s d e p e n d e n t o n m a n a g e r s d e v e l o p i n g a
s t rong ove ra ll m an age m e n t and o rgan i s a t i ona l e t hos i n
wh i ch p rac t i t i one r s f ee l t hey a re va l ued and have
prof ess ion al s ta tus . This i s par t i cu lar ly v i ta l in the ear ly
yea r s where p rac t i t i one r s a r e d i f f e ren t i a l l y qua l i f i ed
a n d s a la r ie d a n d w h e r e c o m p a r i s o n b e t w e e n p e o p l e c a n
l ead t o s om e fee l i ngs o f d i s a f f ec t i on o r l ow s t a t u s
(Moy l es and S us ch i t zky 1997 ). There appea r t o be t wo
l eve l s o f r e s pons i b i l i t y i n p rom ot i ng and s u s t a i n i ng
effect ive pract ice: i ) a t m an ag er l evel and i i ) a t ind iv i -
dual pra ct i t ioner l evel .
The m anager s f rom t he 27 s e t t i ngs a s s e r t ed t he i m -
po r t ance o f t he i r ro le i n s uppo r t i ng e f f ec t ive and r e f l ec -
t i ve p rac ti t ione r s . There a re pa ra l l e ls be t wee n t he r e s -
p o n s i b il it i es o f m a n a g e r s a n d t h o s e o f r e s e a r c h e rs i n
es t ab l i s h i ng an app rop r i a t e con t ex t fo r open and deep
d i a l ogue . Thes e pa ra l l e ls a r e ou t l i ned be low.
The S P E EL res ea rch foun d tha t p rac t it i one r s have g rea t
d i f f i cu l t y i n a r t i cu l a t i ng p rac t i ce and s u r f ac i ng a
ra t i ona l e fo r e f f ec t i ve pedagogy . Du r i ng one i n t e rv i ew,
wh en a s ked t o exp l a i n why s he t au gh t i n a ce r t a i n way,
o n e s t a te m e n t w a s t y p i c a l o f m a n y :
' W e ll , y o u j u s t d o
d o n ' t y o u ' .
A s i m i l a r r e s pons e was e xp res s ed by one
p rac t i t i one r , du r i ng an i n t e rv i ew i n an ea r l i e r p ro j ec t
(Moy l es and Adam s 2000 : 361 ) :
Y o u k n o w , w h e n J s a i d ' W h a t i s l e a r n i n g ? . . .Oh
g o s h - w e ' r e t e a c h e rs h e r e: w e s h o u l d k n o w w h a t i t
i s ... y o u d o n ' t j u s t v e r b a l i s e i t a t al l, d o y o u ?
T h e a n a ly s is o f t h e S P E E L s e c o n d l a ye r o f i n t e rv i e w s
revea l ed t ha t, t h rough s upp o r t ed r e f lec t i on , a deepe r
l eve l o f a r t i cu l a t i on was pos s i b l e (Adam s e t a l 2001) .
The p r i nc i p l e s t ha t underp i n R D a re a l s o r e l evan t t o
e f f ec t ive s upp o r t o f r e f l ec ti ve p rac t i ce w i t h i n s e t t i ngs .
F o l l owi ng t he r e s ea rche r s ana l y s is and i n t e rp re t a t i on i t
i s s ugge s t ed t ha t a d eepe r l eve l o f under s t a nd i ng -
r each i ng t he pa r t s o t he r i n te rv i ews do no t r each - was
m ade pos s i b l e t h rough as s um i ng r e s pons i b i l i t y fo r t he
fo l l owi ng :
Ow ners h i p : p rac t i t i one r s own er s h i p o f t he R D
f o c u s w a s e m p h a s i s e d d u r i n g t h e p r e p a r a t o r y
per i od i n t ha t t he r e s ea rch was pa r t i cu l a r l y com -
m i t t ed t o exp l o r i ng t he p rac t i t i one r s pe r s pec t i ve
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on ef fect iveness . They were assured that they
w ou ld have con t ro l o f the v ideo and w ou ld be
invi ted to se lect the v ideo c l ips for the in terv iew
focus . (The v ideos bec am e the proper ty of the
practit ioner.)
Com pe tence : p r ac t it ione rs f ee l ings o f con f idence ,
com petenc e and sel f -ef f icacy in that they were in-
fo rmed tha t they had been iden t i f i ed a s hav ing
par t icu lar ly ef fect ive pract ices in teaching and
learning . They were a lso assured that the re-
searchers ro le was to col lect data about prac-
t i t ioners cons truct of ef fect iveness , and not to be
judgm en ta l in any w ay o r a t any po in t .
Time: provis ion for focused, ref lect ive enga gem ent
was in-bui l t wi th in the research for researchers and
pract i t ioners to work together , ideal ly in a quie t
room w i th min imum l ike l ihood o f in t e r rup t ion
w here s us ta ined d ia logue cou ld be focus ed and w as
value d as an in tegral aspect of pedagogy.
Inform ed support : dur ing the in terv iews the re-
searchers (a l l ear ly years t ra ined teachers ) drew on
the i r ow n know ledge and under s t and ing o f ea r ly
yea r s pedagogy s o tha t p rob ing th rough r e l evan t
ques t ions and s t a t emen t s cou ld deepen p rac -
t i ti one r s th ink ing and loca te the i r h idden vo ices
of pedago gy (Jensen 1997) .
Cu l tu r e o f r e fl ec tion : M anager s acknow ledged the
socia l d imens ion of ref lect ive process , wi th one
manager sugges t ing:
P e o p l e h a v e e x p e r i e n c e s o f t h e ir o w n , t h e y r e g o t
v a l u e s o f t h e i r o w n , t h e y b r i n g d i f f e r e n t d i m e n s i o n s
t o l if e b e c a u s e o f t h e ir c u l t u r e s a n d t h e i r b a c k -
g r o u n d s . A n d i t s r e s p e c t i n g t h o s e e x p e r ie n c e s , a n d
d r a w i n g o n t h e i r o w n e x p e r i e n c e s . . . t h e k e y t o a
g o o d t e a c h e r , I t h i n k , i s b e i n g a b l e t o b u i l d u p o n
t h o s e e x p e r i e n c e s a n d l e a r n t o g e t h e r .
As with RD in terv iews , in se t t ings pract i t ioners a lso
require a degree of autonomy, feel ings of conf idence,
t ime to ref lect , to be a naly t ical - wi th appropr ia te levels
of inform ed, differentiated support. I t is interestin g that
the data do not sugg es t pract i t ioners awareness of the
rote of manager in ref lect ive pract ice , a l though f re-
quen tly an a f fec t ive ackno w ledgem en t w as g iven by
pract i t ioners that sugges ted they were recip ients of
manager s encouragemen t . M an ager s aw areness o r
wil l ingness to suppor t , e ngag e or in i t ia te ref lect ion in
any way was less apparent .
Engag ing w i th the pe r s ona l qua l i t ie s o f the pedagogue
are essent ia l aspects of change (Hord
e t a l
1998).
Wi th in the S P EEL p ro ject , t he fo l low ing s t at emen t s by
p rac ti t ione r s and m anager s em phas i s e the r e l evance o f
ind iv idua l p r ac t i t ione r s pe r s ona l qua l i t i e s , f o r
example :
T h e e f f e c t iv e p e d a g o g u e h a s t h a t s o m e t h i n g e x t ra .
T h e y h a v e a w i l l i n g n e s s t o l o o k a t s t r e n g t h s a n d
w e a k n e s s e s .
W h a t e v e r j o b y o u r e d o i n g h e r e y o u h a v e t o t h in k
o n y o u r f e e t a n d y o u r e t e s te d t o y o u r l im i t. S o
s t r e n g t h o f p e r s o n a l i t y i s i m p o r t a n t .
[ T h e y n e e d ] p e r s o n a l q u a l i t i e s s u c h a s a w i l l i n g -
n e s s t o b e o p e n a n d s e n s i t i v e .
To s umm ar i s e the key f ind ings in r e l a t ion to man age-
men t , t he ro le o f the ea r ly yea r s manag er in s uppor t ing
and p rom ot ing e f f ec tive pedag ogy appea r s to be a
c r i ti ca l fac to r bo th in p rom ot ing the s ta tu s and es t eem
of pract i tioners and a lso in provid ing qual i ty educ at ion
for young chi ldren . Creat ing a cul ture of ref lect ive in-
quiry includes a respectfu l approa ch to indiv idu al prac-
t i t ioners in wh ich respons ib i l i t ies are sha red and prac-
t i ti one r au tonom y r e ta ined . The imp l i ca t ions o f thes e
aspects of our f indings are d iscussed in the fo l lowing
section.
Impl icat ions an d iscussion
The S P EEL f ind ings con f i rm the com plex i ty o f Ea r ly
Y ears pedagogy as w e l l a s the comp lex i ty and d ynam ic
nature of ref lect ive pract ice . Hord e t a l . (1998) main-
ta in that ref lect ion involves both a f fect ive and cogni t ive
chal lenge, i .e . pract i t ioners mus t confront th ei r ex is t ing
know ledg e and f ee l ings be fo re cons ide r ing changes to
current ly held values , bel iefs , unders tanding and prac-
t ice . I t would be naive to sugges t that s imply being
ref lect ive is suf f ic ient to im prove pract ice . Eng aging in
cogni t ive , informed ref lect ion is very d i f ferent f rom
jus t mus ing on p rac t i ce a s ind ica ted in the fo l low ing
c o m m e n t ( A d a m s e t a t . 2000:162)
I m n o t s u g g e s t i n g t h a t I r e fl e c t o n m y p r a c t i c e
m o r e t h a n I d i d . . , b u t I r e f l e c t in a d i f f e r e n t w a y . I
t h i n k I m b e i n g m o r e p r o fe s s i o n a l i n m y e x a m i n a -
t i o n o f th i n g s a n d t h i n k i n g a b o u t c h a n g e s .
D adds (1995) c l a ims tha t r e f l ec t ion has dyna mic
d imens ions and s uggest s th is i s w hy exper i enced p rac -
t i t ioners f ind developing a ref lect ive approac h to prac-
t i ce s o com plex and cha l l eng ing . D es p i te the r e l evance
o f r e f l ec t ion to con t inu ing p ro fes s iona l deve lopmen t ,
D a d d s ( ib id: 288) p leads for an addi t ional acknow-
ledgement of the af fect ive responses wi th in ref lect ive
pract ice and argues that pract i t ioners may be a t thei r
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m o s t v u l n e r a b l e w h e n c o n s i d e r i n g th e i r r o l e as
t eache r fo r t he i r ex i s t i ng i m ages o f t he p ro fes s i ona l
s e l f m i gh t be cha l l enged , ques t ioned , r e t hough t and r e -
s h a p e d . T h e s e c o g n it iv e p r o ce s s e s a r e a c c o m p a n i e d b y
a f fec ti ve re s pons es , i n w h i ch pe r s ona l r i s k s c anno t be
exaggera t ed . S i m i l a r ly , i n Ad am s
( e t a l
2 0 0 0 : 1 6 0 ) o n e
pract i t ione r s ta ted :
I s t r u g g l e d w i t h my i n a b i li t y t o a r ti c u la t e , t o a r g u e
my c o r n e r w i t h mo r e t h a n p l a t i t u d e s , a n d c o r r e s -
p o n d i n g l y f e l t a d e e p l o ss o f s e lf 2 c o nf i de n c e a n d
s e l f -e s t e e m . I w a s n o t t h e p r a c t i t i o n e r [ t h o u g h t I
was
As t he re i s an e t h i ca l re s pons i b i l i t y fo r the r e s ea rche r
who encou rages r e f l ec t i ve engagem en t i n r e s ea rch ,
s i m i l a r l y , m a n a g e r s h o l d s c e r t a i n r e s p o n s i b i l i t i e s
towards pract i t ioners .
Day (1999a) acknowl edges t ha t r e f l ec t i ve p rac t i ce ,
wh i ch l eads to chang e , i s a h i gh l y com pl ex p roces s i n -
vo l v i ng a f f ec t i ve and cogn i t i ve r e s pons es o f t he i nd i v i-
dua l s i nvo l ved . Harg reaves (1998 ) s ugges t s t ha t t he
ro l e o f p rac t i ti one r s a f f ec ti ve and em o t i ona l r e s pons es ,
w i t h i n r e f l ec t i ve p rac t i ce , have no t been fu l l y ack -
nowl edged . P rac t i t i one r s who a re w i l l i ng t o con f ron t
p ro fes s i ona l and pe r s ona l l y he l d va l ues an d be l i e f s r e -
qu i r e s uppo r t a t bo t h f r i ends h i p and o rgan i s a t i ona l
l ev e ls . T h i s p r e se n t s a c h a l le n g e f o r s e n i o r m a n a g e m e n t
i f e f f ec t i ve , r e f l ec t i ve pedagogy i s t o be p rom ot ed i n
s e t ti ngs and s choo l s .
Leading ffectiveness
A n e x a m i n a t i o n o f l i te r a tu r e o n e f fe c t iv e p e d a g o g y
s u g g e s t s th a t t h e m a n a g e m e n t w i t h i n e a r ly y e a r s
s e t t ings p l ays a k ey ro l e i n p rom ot i ng e f f ec t i ve r e f l ec -
t i ve a t t i t udes t o p rac t i ce . Whi l s t m any p rac t i t i one r s
w i t h i n t h e S P E E L p r o j e c t s p o k e w a r m l y a b o u t t h e i r
m ana ger s , t he exac t i ng na t u re o f t he t he i r ro l e was
m o r e t h o r o u g h l y a c k n o w l e d g e d b y t h e m a n a g e r s t h e m -
s e l ves, who s ugge s t ed t hey nee ded t o :
B e under s t and i ng ;
Deve l op a cu l t u re o f r e f l ec ti ve pedagogy , e . g .
' w e
w o u l d e x p e c t th e m to m a k e a c o m m e n t o n w h e t h e r
tha t [cu l ture] was e f f ec t ive ' ;
M a n a g e p e e r s u p p o r t b e t w e e n n o v i c e a n d e x-
pe r i enc ed p rac t i ti one r s ;
S ha re on -g o i ng eva l ua t i ons o f p rac t ice ;
P rov i de gu i dance , e . g .
' s t a f f o f l e n n e e d d i r e c t i o n ';
E n s u r e s e n i o r m a n a g e m e n t m e e t i n g s t o r e v i e w
pract ice;
B e t e a m m e m b e r s , e . g.
' t h e t e a m i s v e r y i mp o r t a n t
a n d s o I t h i n k y o u h a v e g o t t o h a v e , t o b e a r e f le c -
t iv e p r a c ti ti o n er , p e o p l e w h o c a n s t a y p o s i t iv e a n d
... w e a r e a t e a m a s w e l l , a n d h a v e w o r k e d v e r y
h a r d a t b e i n g a t e a m ' ;
P rovid e socia l events , e .g .
' t o g e t t o k n o w t h e
p e r s o n a s w e l l, y o u k n o w - w h a t t h e y ~ e f e e l in g
T h i s m a t c h e s c l o s e l y w i t h J i ra s i n g h e a n d L y o n s s
(1996 ) r e s ea rch wh i ch i den t i f i e s key cha rac t e r i s ti c s o f
e f f ec t ive l eade r s i n ed uca t i ona l s e t t i ngs, s ug ges t i ng t ha t
they:
Are com m i t t ed t o t he pa r t i cu l a r s e t ti ng ,
F ee l owne r s h i p o f i ts p rog res s s o t hey a re m ore
l i ke ly t o have ene rgy and pe r s i s t ence
D i s p l ay en t hus i a s m and exper t i s e i n t he i r ro l e
D i s p l a y c o n f i d e n c e a n d c o n v i c t io n
Eng ende r f ee l i ngs o f s ecu r i t y am ong s t s t af f , fo r
exam pl e one head t eache r , i n t he S P EEL p ro j ec t ,
c o m m e n t e d s h e w a n t e d h e r s t a f f t o f e e l
' sa fe
e n o u g h t o t a k e r i s k s w i t h t h e i r i d e a s ' .
M acB e a t h (1998 ) s ugges t s tha t e f f ec t ive l eade r s h i p i n -
c l udes s e l f - awarenes s , s oc i a l s ens i t i v i t y , em o t i ona l
s ecu r i t y , pe r s p i cac i t y and i m ag i na t i on . Th i s v i ew i s
s h a r ed b y t h e T e a c h e r T r a i n in g A g e n c y ( T T A 1 9 9 6 :9 )
i n r e l a t i on t o s choo l s whe n i t a s s e r ts :
We a l s o kno w t ha t e f f ec ti ve t each i ng m u s t be s up -
p o r t e d b y h i g h q u a l i ty m a n a g e m e n t a n d l e a d e r sh i p
a t m i dd l e and s e n i o r leve l s i n t he p ro fes s i on . The
s ub j ec t co -coo rd i na to r , the hea d o f depa r t m e n t , the
h e a d t e a c h e r a n d s e n i o r m a n a g e m e n t t e a m ... w h o
need t o o f f e r l eade r s h i p , s e t the t one , e t hos , d ir ec -
t i on and pu rpos e wi t h i n a s e t t i ng , t r an s l a t e t ha t
p u r p o s e i n to p l a n s , i m p l e m e n t th o s e p l a n s , c h e c k
t h roug h m on i t o r i ng and eva l ua t i on t ha t p rog res s i s
t ak i ng p l ace . F i na l l y , t hey s ugges t t ha t m anager s
and l eade r s a l s o need t o be accoun t ab l e fo r t ha t
p rog res s , a t wha t eve r l eve l t hey m an age .
T h i s m u s t b e e q u a l ly i f n o t m o r e s o f o r m a n a g e r s i n
ea r l y yea r s s e t t ings who have r a re l y had t he oppo r t un i t y
fo r t he h i gh l eve l s o f co n t i nu i ng p ro fes s i ona l deve l op -
m e n t o p p o r t u n i ti e s n o w a f f o r d e d to m a n a g e r s i n
s choo l s . Har r i s ( t 999 : 23 ) s ugges t s t ha t t each i ng and
l ea rn i ng i n t he e f f ec t i ve s choo l i s p rom ot ed by s t rong ,
pu rpo s e fu l l eade r s h i p - t h i s s i m i la r l y has s i gn i f i can t
i m p l i ca t i ons fo r t he t r a i n i ng o f ea r l y yea r s s e t t i ngs
m a n a g e r s .
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Although managers d ic ta te and promote a pol icy of
change, Kirk an d M acDon ald (2001:565) suggest that
individual teachers ma ke impor tant and invaluable
cont r ibut ions to the reform process through thei r
appl ication of the m ateria ls to f i t thei r local contexts o f
imp lemen ta t ion . Th i s v i ew was suppor ted by Dewey
(2001) who cla imed that change i s dependent on the
personal and face-to-face contact betw een pract it ioner
and chi ld , regardless of accepted theories and local or
national policies. So, al though curriculum writers,
pol icy makers (nat ional and local ) and l ine managers
de t e rmine the na tu re o f change , t he p rocesses o f mak-
ing sense l ie with the teacher. The challenge for
managers i s to promote and support deeper th inking
which improves practice. Evidence suggests that , his-
torically, practi t ioners have engaged in pragmatic or
technical levels of th inking and ref lect ion about teach-
ing and learning. Expecta t ions to deep en thei r th inking
through inform ed reflect ion , to cons ider and quest ion
analytically at ethical , mora l and poli t ical levels, have
impl icat ions and assumpt ions for managers w ho apply
the ir commi tmen t , ene rgy and inna t e sense o f wha t
m igh t work wi th s t rong leadership and appropria te
faci l i ta t ion and management (Hord et al. 199 8: 73).
Only wi th effect ive ma nage me nt can se t t ings develop a
sense o f comm uni ty amongs t t he ir co l leagues, i n w h ich
discussion and probing quest ions enable pract i tioners
to re la te theory and pract ice to thei r ideas , concepts and
visions as teachers (Price 2001) and thus imp rove the
effect iveness of the pedagogy.
o n c l u d i n g c o m m e n t s
The SPEEL project has provided insights in to the
power of c o-reflect ion and the cr i tica l ro le to be p layed
in mana ging effect ive early years pedagogy. Managers
have a responsibi l i ty to bu i ld on exis t ing s t rengths and
to recognise the cont r ibut ions ready to be ma de by di f-
ferent s takeholders - chi ldren , research ers , prac-
t it ioners and others (Kirk and M acD onald 2001). The re
are currently profound opportunit ies to raise the stan-
dards o f children s appropriate learning e xperien ces
through valuing the co-operat ion and confronta t ion that
occurs within collaborative reflective practice and
ma naging tho se practices sensit ively and skilfully.
All the authors may be contacted through
Plvf Janet Moyles Anglia Polytechnic University
School o f Education Riverm ead Campus
Bishop Hall Lane Chelmsford CM1 1SQ
01245 493131 x.3501/2
R e f e r e n c e s a n d b i b l i o g r a p h y
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or Learning.
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p r e s e n t e d a t t h e
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o t e s
l We gratefully acknowledge the DIES funding for this project.
2 An e laborat ion and discuss ion of the Framework, the m ain
outc om e of the project is presented elsewhere (Moyles et aL 2001/
DIE S 2002) .
3 This continuum is currently being explored in a further research
projec t conducted by the sam e researchers a t APU in col labora tion
wi th Essex Ear ly Yeal~ Develop men t and Chi ldcare Par tnership of
wh ich details are n ot yet available.
8 EDUCATION 3 13 October 2002
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