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Research Interests: Sociology and Excellence
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Ana Ancheta, University of Valencia, Spain Marie Paule Thollon Behar, Ecole Rockefeller (Lyon), University Lyon 2, France John Bennett, OECD, France Tony Bertram, Centre for Research in Early Childhood, UK Elizabeth Brooker, Institution... more
Ana Ancheta, University of Valencia, Spain Marie Paule Thollon Behar, Ecole Rockefeller (Lyon), University Lyon 2, France John Bennett, OECD, France Tony Bertram, Centre for Research in Early Childhood, UK Elizabeth Brooker, Institution of Education, University of London, UK Gilles Brougère, Université Paris Nord, France Maj-Asplund Carlsson, Göteborg University, Sweden Rose Drury, The Open University, UK Peter Elfer, University of Roehampton, UK Demetra Evangelou, Purdue University, USA Julia Formosinho, University of Minho, Portugal Véronique Francis, IUFM de l’Université d’Orléans, France Miwaki Hoshi-Watanabe, Jumonji University, Japan Inge Johansson, Stockholm University, Sweden Maelis Karlsson-Lohmander, University of Göteborg, Sweden Helen Little, Macquarie University, Australia Kay Margetts, The University of Melbourne, Australia Tullia Musatti, Institute of Cognitive Sciences and Technologies, Italy Marie Nicole Rubio, Lefuret, France Bert van Oers, Free University of Amsterdam, The Netherlands Chris Pascal, Centre for Research in Early Childhood, UK Jan Peeters, Ghent University, Belgium Laura Quintanilla, National University of Distance Education, Spain Sylvie Rayna, INRP, University Paris, France Anette Sandberg, Mälardalen University, Sweden Oliver Thiel, University of Education in Schwäbisch Gmünd, Germany Michel Vandenbroeck, University of Ghent, Belgium
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European nation states are confronted with increasin g diversity within their communities and yet little research has been done on how this diversity is imp acting on early childhood settings and how practice might respond positively and... more
European nation states are confronted with increasin g diversity within their communities and yet little research has been done on how this diversity is imp acting on early childhood settings and how practice might respond positively and proactively to these c hanges. 2007 is the European Year for Diversity and Against Discrimination, with a mandate to deepen di alogues in order to enhance the development of strategies that enable each child and each family t o participate in provisions of good quality, free f rom any form of discrimination.
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AUTHOR Pascal, Christine; Bertram, Tony TITLE The Effective Early Learning Project: The Quality of Adult Engagement in Early Childhood Settings in the UK. INSTITUTION University Coll. Worcester (England). Centre for Research in Early... more
AUTHOR Pascal, Christine; Bertram, Tony TITLE The Effective Early Learning Project: The Quality of Adult Engagement in Early Childhood Settings in the UK. INSTITUTION University Coll. Worcester (England). Centre for Research in Early Childhood Education. PUB DATE 1999-09-00 NOTE 19p.; Paper presented at the Annual EECERA (European Early Childhood Education Research Association) Conference (9th, Helsinki, Finland, September 1-4, 1999). PUB TYPE Reports Research (143) -Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Caregiver Child Relationship; *Child Caregivers; Comparative Analysis; Day Care; Early Childhood Education; Educational Quality; Foreign Countries; *Instructional Improvement; *Interaction; Preschool Education; *Preschool Teachers; Program Evaluation; *Teacher Student Relationship IDENTIFIERS Adult Child Relationship; Engagement Style; *Relationship Quality; United Kingdom
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O Projeto Efective Early Learning (EEL) e uma iniciativa internacional de pesquisa e desenvolvimento de programas, ja bem estabelecida, cujo objetivo e avaliar e melhorar a qualidade da educacao infantil numa grande variedade de... more
O Projeto Efective Early Learning (EEL) e uma iniciativa internacional de pesquisa e desenvolvimento de programas, ja bem estabelecida, cujo objetivo e avaliar e melhorar a qualidade da educacao infantil numa grande variedade de instituicoes, no Reino Unido, Holanda e Portugal. Este artigo descreve como o Programa de Avaliacao e Melhoria da Qualidade EEL funciona atraves de um processo de quatro etapas de avaliacao, planejamento da acao, melhoria e reflexao. Sao identificados os fatores que asseguram sua implementacao eficiente e e destacada a importância da capacitacao, dos conselheiros externos e do apoio continuo as instituicoes envolvidos no processo. Tambem sao apontados os beneficios do programa, tanto para os responsaveis pela elaboracao de politicas como para os professores. O artigo segue descrevendo os resultados de uma pesquisa sobre a qualidade da interacao adulto-criancas, que foi conduzida no Reino Unido como parte do projeto, nas diversas instituicoes participantes. H...
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Sara Araujo, Institute Polytechnic of Porto, Portugal Carol Archer, Camden Integrated Early Years Service, UK Maj Asplund Carlsson, University of Gothenburg, Sweden Tony Bertram, Centre for Research in Early Childhood, UK Helen Bilton,... more
Sara Araujo, Institute Polytechnic of Porto, Portugal Carol Archer, Camden Integrated Early Years Service, UK Maj Asplund Carlsson, University of Gothenburg, Sweden Tony Bertram, Centre for Research in Early Childhood, UK Helen Bilton, University of Reading, UK Piia Björn, University of Eastern Finland, Finland Helen Bradford Mizrap Bulunuz, Uludag University, Turkey Bridget Egan, University of Winchester, UK Urska Fekonja, University of Ljubljana, Slovenia Inge Johansson, Stockholm University, Sweden Linda Knight, Queensland University of Technology, Australia Peter Kutnick, University of Hong Kong, Hong Kong Karen McInnes, University of South Wales, Wales Kelly O’Hara, University Beira Interior, Portugal Chris Pascal, Centre for Research in Early Childhood, UK Tim Rohrmann, Institute of Education and Psychology, Germany Oliver Thiel, University of Education in Schwäbisch Gmünd, Germany Michel Vandenbroeck, University of Ghent, Belgium Tanja Vehkakoshi, University of Jyväskylä, Fin...
... This review therefore found little comparative documented evidence on national programmes for the under-threes but ... The erosion of the statutory starting age in the UK since the 1980s to ... and type of publicly-funded pre-school... more
... This review therefore found little comparative documented evidence on national programmes for the under-threes but ... The erosion of the statutory starting age in the UK since the 1980s to ... and type of publicly-funded pre-school varied enormously across the review countries and ...