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Preschool Educational Leaders: Who Are They and What Are They Doing?
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Barnes, Kate; Hadley, Fay; Cheeseman, Sandra – Australasian Journal of Early Childhood, 2019
This study sought to understand and illuminate the distinctive nature of the role of educational leader in preschool settings. Research regarding the educational leader role is limited, and in preschool settings it is scant. The theory of practice architecture was applied as an analytical framework to investigate how educational leaders of New…
Descriptors: Preschool Education, Preschool Teachers, Instructional Leadership, Leadership Role
Where Did Love and Care Get Lost? Educators and Parents' Perceptions of Early Childhood Practice
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Rouse, Elizabeth; Hadley, Fay – International Journal of Early Years Education, 2018
Overarching the Australian Early Childhood Education and Care sector currently are the Early Years Learning Framework and the National Quality Standards and shape the practice of early childhood educators. Within these documents, the word LOVE is not mentioned as an important characteristic of effective teaching. This paper examines the notion of…
Descriptors: Foreign Countries, Early Childhood Education, National Standards, Interpersonal Relationship
Quality Improvement Research Project
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Harrison, Linda J.; Hadley, Fay; Irvine, Sue; Davis, Belinda; Barblett, Lennie; Hatzigianni, Maria; Mulhearn, Gerry; Waniganayake, Manjula; Andrews, Rebecca; Li, Philip – Australian Children's Education and Care Quality Authority, 2019
Australia's National Quality Framework (NQF) guides State/Territory government regulatory authorities to meet national goals for continuous quality improvement. Australian Children's Education and Care Quality Authority (ACECQA) commissioned Macquarie University to lead a national study of long day care (LDC) services that had improved their…
Descriptors: Educational Improvement, Educational Quality, Governance, Instructional Leadership
Contemporary Practice in Professional Learning and Development of Early Childhood Educators in Australia: Reflections on What Works and Why
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Hadley, Fay; Waniganayake, Manjula; Shepherd, Wendy – Professional Development in Education, 2015
Continuous professional learning and development (PLD) is an essential component of effective practice in any profession. PLD as a professional responsibility and workplace requirement in early childhood (EC) settings is now embedded in Australian national policy. What PLD looks like and how it happens in EC settings is a hot topic both locally…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Faculty Development
The Advocacy of Educators: Perspectives from Early Childhood
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Mevawalla, Zinnia; Hadley, Fay – Australasian Journal of Early Childhood, 2012
This article investigates early childhood educators' perceptions of advocacy in raising the professional status with multiple stakeholders in diverse contexts. The article reports on findings from a phenomenological study investigating the perceptions of 12 educators working full time in long-day-care settings across Sydney, New South Wales (NSW),…
Descriptors: Professional Recognition, Children, Foreign Countries, Phenomenology
Early Childhood Staff and Families' Perceptions: Diverse Views about Important Experiences for Children Aged 3-5 Years in Early Childhood Settings
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Hadley, Fay – Contemporary Issues in Early Childhood, 2012
There is a growing body of literature about the potential for early childhood settings to serve as community hubs to develop relationships with families. However, there is limited information about the ways in which families and early childhood staff interface in defining what constitutes "quality" within settings. Researchers have…
Descriptors: Early Childhood Education, Young Children, Foreign Countries, Child Care