Bronwyn Reynolds

Resolving leadership dilemmas in New Zealand kindergartens: an action research study

Purpose – The purpose of this paper is to examine dilemmas encountered by kindergarten head teachers with the further aim of developing their capability to recognise and resolve “leadership dilemmas”.Design/methodology/approach – Action research was used to conduct a three‐phase study involving 16 kindergarten head teachers and six system managers (within the Auckland region). A reconnaissance phase investigated the nature of perceived dilemmas and typical responses. In the second phase, an intervention that provided participants with both the theory and practice skills was implemented. A third phase of research evaluated the extent to which change had occurred.Findings – The reconnaissance phase findings (pre‐learning questionnaire) confirm the incidence of dilemmas in kindergarten settings. The data show that, while leaders could identify issues that signalled the presence of dilemmas, they were unable to articulate leadership dilemmas clearly or confront them successfully. A professional development in...

A Reflective Model for Action Research

One of the most important trends in education in past decades is the notion of reflective practice. This type of pedagogical practice, which is largely based on the influential approach proposed by Donald Schon (1983, 1987), focuses attention on the forms of knowledge that practitioners use in problem-solving and decision-making.

The Design and Implementation of a Short Course, Focusing on Metacognition, to Develop Writing Skills for University Students for Whom English Is an Additional Language: An Action Research Study

What is an appropriate structure for reporting a study of designing a short course to develop the writing skills of EAL university students to cope with the university assignments when following the interpretive and critical paradigms and adopting action research methodology?

Strengths-Based Teaching and Learning Approaches for Children

When six-year-old Aaron (name used with permission) became unwell, he was too sick to attend school classes for the very first time in his life. Despite not feeling any better after three days at home, he informed his parents of a return to school the next day. Under no circumstances would he miss Friday.

Families' Perceptions of Early Childhood Educators' Fostering Conversations and Connections by Sharing Children's Learning through Pedagogical Documentation.

ABSTRACT Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their childrens learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the childrens documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing childrens learning through pedagogical documentation. The documentation included hard copy and digital formats of the childrens learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the childrens learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.