Leading for quality improvement? A comparative research agenda in early childhood education in England and Hong Kong

Leading for quality improvement? A comparative research agenda in early childhood education in England and Hong Kong

• Leeson, Caroline University of Plymouth, Great Britain
• Campbell Barr, Verity University of Plymouth, Great Britain
• Ho, Dora Dept. of Early Childhood Education, Hong Kong Institute of Education

International Journal of Leadership in Education: Theory and Practice, 15(2), 221-236, 2012

Routledge

2012

• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• S School Environment & Facilities, Organization
  • SF Information Technology
• R Educational Policy & Administration
  • RG Education Reforms
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• P Social Context of Education
  • PB Comparative Education

Early Childhood Education Education Reform Education Policy Educational Leadership International Comparisons Quality of Education Hong Kong Great Britain

• Hong Kong
• Great Britain

• 1997.7 onwards

• Pre-Primary Education

This paper discusses the changing concepts of leadership in early childhood education (ECE) in England and Hong Kong during a period of significant education reform. We seek to illustrate the interplay between the impact of the policy agenda and the emerging quality leadership perspectives found in the theoretical literature, by first considering the recent education reform context in both England and Hong Kong, before examining the importance of leadership for quality provision given the constraints and drivers of policy expectation. The paper explores transformational, distributed and authentic models of leadership in the 'New Leadership' paradigm and uses these constructions to examine the developing problems and opportunities for quality leadership as expected by the current policy reform agenda and understood by the practitioners. In conclusion, we raise questions about the interplay between policy agendas and the development of theoretical models of leadership for ECE in England and Hong Kong.
[Copyright of International Journal of Leadership in Education: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603124.2011.644327 ]

• English

Journal Articles

• 13603124

• 10.1080/13603124.2011.644327

https://bibliography.lib.eduhk.hk/bibs/3396aaf8

2014-01-18