iters/ecers

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CASE STUDY METHODOLOGY 3 year longitudinal study (September 2009 to April 2012) involving 4 or 5 visits to each setting. Resulted in: 150 observations of pedagogical framing (ECERS, ITERS) 260 observations of pedagogical interactions (PCIT) 206 interviews with EYPs, managers, practitioners Social network analysis Document analysis
Practitioner-child interaction tool (PCIT) 20 minute observation focusing in interactions with children on practitioners’ (EYP and non-EYP): Sensitivity (scale) Autonomy (scale) Cognitive challenge (scale) Instances of sustained shared thinking and direct teaching (frequency count)
Page 1 and 2: Leadership and impact: case studies
Page 3 and 4: THEORETICAL FRAMEWORK Process and s
Page 5: CASE STUDIES The 30 settings were c
Page 9 and 10: Linking practice leadership and imp
Page 11 and 12: Impact: pedagogical framing ITERS/E
Page 13 and 14: Impact: Ofsted ratings There was a
Page 15 and 16: Impact: baseline quality and improv
Page 17 and 18: The overall development of practice
Page 19 and 20: CASE STUDY 1: Improved quality Volu
Page 21 and 22: CASE STUDY 1: Social Network Analys
Page 23 and 24: CASE STUDY 2: Maintained high quali
Page 25 and 26: CASE STUDY 2: PCIT scores

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