Mayer, S;
(2010)
Using a collaborative inquiry approach to gain 'in situ' new knowledge of the impact of integrating practices in early years services: a cross-case study from eight localities in UK.
Presented at: European Early Childhood Research Association, Birmingham, UK.
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Abstract
An exploration into engaging collaborative inquiry-based learning communities into assessing impact of integrating practices in early years services was carried out. This was done through increasing participation of local communities and multi-agency partners in order to achieve better outcomes for children and families. Findings contribute to our understanding of engaging communities of practice in collaboratively inquiring into their practice (Kemmis and McTaggart, 1992; Stoll, Bolam and Collarbone, 2002, Bolam, et. al., 2005, Mayer, 2009, 2010). This is discussed in relation to understandings of impact of integrated children‘s services upon children and families (CWDC, 2006; DfES, 2007). The study draws upon the application of situated learning theory and increasing peripheral participation within communities of practice (Lave and Wenger, 1991, Wenger, McDermott and Snyder, 2002). This is an exploratory cross-case study (Yin, 2003) of eight research projects conducted by early years children‘s centre leaders to inquire into the impact of integrating their centre‘s practices. It draws upon multiple sources of evidence and interpretive analysis guided exploration of this evidence (Creswell, 1998). Participants‘ and centre‘s rights to anonymity and confidentiality was respected and identities protected (BERA, 2004, BSA, 2002). In conducting their research centre leaders gained new 'in situ' knowledge about engagement of service-users and service reach, community decision-making and participation at multi-level and multi-agency. Using a collaborative inquiry approach within early years integrates services and practice and impacts upon outcomes for children and families, communities of practice and multi-agency partnership.
| Type: | Conference item (Presentation) |
|---|---|
| Title: | Using a collaborative inquiry approach to gain 'in situ' new knowledge of the impact of integrating practices in early years services: a cross-case study from eight localities in UK |
| Event: | European Early Childhood Research Association |
| Location: | Birmingham, UK |
| Dates: | 06 - 08 September 2010 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.eecera.org/wp-content/uploads/2016/09/b... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | collaborative Inquiry, early years services, integrated services, professional learning communities, participatory action research |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10053828 |
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