Clarke, Jennifer

Sustainable pedagogical leadership in early childhood education and care: Implementing the 2012 Australian national quality standard.

Brisbane

2017

Master Thesis at Faculty of Education; Queensland University of Technology

Table of Contents

Keywords
Abstract
Table of Contents
List of Figures
List of Tables
List of Abbreviations
Statement of Original Authorship
Acknowledgements

Chapter One: Introduction
1.1 Background and context
1.2 Rationale for the study
1.3 Research aim
1.4 Research questions
1.5 Literature
1.6 Research design
1.7 Summary of Chapter One

Chapter Two: Literature Review
2.1 Early Childhood Education for Sustainability
2.1.1 Context and definition of Sustainability
2.1.2 Definition of Education for Sustainability
2.1.3 Australian government initiatives in Education for Sustainability
2.1.4 Education for Sustainability in Early Childhood Education and Care
2.1.5 Early Childhood Education and Care legislation and Early Childhood Education for Sustainability
2.1.6 Benefits of ECEfS for children
2.1.7 Early Childhood Education for Sustainability in practice
2.1.8 Case studies of ECEFS practice
2.1.9 Summary of ECEfS
2.2 Pedagogical Leadership in ECEC
2.2.1 Leadership in Early Childhood Education and Care
2.2.2 Context for leadership in Early Childhood Education and Care
2.2.3 Leadership challenges for Early Childhood Education and Care
2.2.4 Pedagogical Leadership in ECEC
2.2.5 Definition of pedagogical leadership
2.2.6 Theoretical underpinnings of pedagogical leadership
2.2.7 Tasks of a pedagogical leader
2.2.8 Types of pedagogical leadership
2.2.9 Introducing sustainable pedagogical leadership
2.2.10 Summary of Pedagogical Leadership in ECEC
2.2.11 Summary of Leadership Section
2.3 Quality in Early Childhood Education and Care
2.3.1 Quality ECEC defined
2.3.2 Measuring quality
2.3.3 Legislation and policy about quality in Early Childhood Education and Care
2.3.4 Rating Quality
2.3.5 Summary of Quality in ECEC
2.4 Summary of Chapter Two

Chapter Three: Research Design
3.1 Case Study Design
3.2 Context of this study
3.3 Study Timeline
3.4 Participant Selection Process
3.5 Data Collection Techniques
3.5.1 Interviews
3.5.2 Centre documentation
3.6 Data Analysis Techniques
3.7 Ethical Considerations
3.8 Study Limitations
3.8.1 Case study limitations
3.8.2 Limitations and opportunities of the context
3.9 Summary

Chapter Four: Data Analysis and Discussion
4.1 THEME 1 SUSTAINABLE PEDAGOGICAL LEADERSHIP INFORMING AND SUPPORTING EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY
4.1.1 Vision for Early Childhood Education for Sustainability
4.1.2 Positional and non-positional leadership informing Early Childhood Education for Sustainability
4.1.3 Professional learning in informing educators about ECEfS
4.1.4 Organisation and governance
4.1.5 Ethical leadership
4.1.6 Mentoring and providing a supportive environment for educators
4.1.7 Supportive remuneration
4.1.8 Summary comment on leadership at Green Leaf ELC
4.2 THEME 2: EDUCATOR UNDERSTANDINGS OF EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY
4.2.1 Understandings of Early Childhood Education for Sustainability from the leaders′ perspectives
4.2.2 Educators′ understandings of Early Childhood Education for Sustainability
4.2.3 Documents indicating understandings of Early Childhood Education for Sustainability
4.2.4 Photographs demonstrating understandings of Early Childhood Education for Sustainability
4.2.5 Professional Learning toward building understandings of Early Childhood Education for Sustainability
4.2.6 Early Childhood Education for Sustainability in Practice
4.3 THEME 3: QUALITY EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY
4.3.1 Definition of quality in Early Childhood Education are Care
4.3.2 Types of quality
4.4 Summary of Chapter Four

Chapter Five: Conclusion
5.1 The Findings of the Study
5.1.1 Sustainable pedagogical leadership informing and supporti Early Childhood Education for Sustainability
5.1.2 Educator understandings of Early Childhood Education for Sustainability
5.1.3 Quality Early Childhood Education for Sustainability
5.2 Implications of this study
5.2.1 Theoretical Implications
5.2.2 Pedagogical Leadership theory implications
5.2.3 ECEfS theory implications
5.2.4 Theory about Quality in ECEC
5.2.5 Policy implications
5.2.6 ECEC practice implications
5.2.7 Implications for ECEC Leadership
5.2.8 Suggestions for future research
5.2.9 Conclusion

Bibliography

Appendices

↑ https://eprints.qut.edu.au/114123/1/Jennifer_Clarke_Thesis.pdf

20.02.2018