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The book provides a dynamic, cross-sectional, multidisciplinary
perspective and dialogue to illuminate the challenges humans face
in their interactions with data in their individual postdigital
contexts in local communities. It offers unique insights from real
cases, collaborations, and projects to extend existing academic
theories and frameworks, applied to human data interactions,
disadvantage, and digital skills. The book takes the novel approach
of establishing co-authorship between cross-sector practitioners
from the wider community (such as local authorities, councils,
policy makers, small businesses, charities, education and skills
providers, and other stakeholders) with international academics and
researchers who write about humans, digital skills, and data. This
develops an enabling cross-sector environment throughout the book
that not only furthers broader understandings concerning data,
disadvantage and digital skills in postdigital society, but also
shares a template to support others who may wish to adopt this
approach to co-authorship and knowledge exchange. The book revisits
the Human Data Interaction (HDI) framework (Mortier, Haddadi,
Henderson, McAuley, and Crowcroft 2014) through many diverse
cross-sectoral perspectives. These are co-authored under the HDI
frameworkâs key tenets of: agency, legibility, negotiability and
resistance. These tenets form the main sections of the book, with
chapters examining these concepts through both interdisciplinary
academic literature and cross-sector dialogue with individuals and
agencies from the wider community who work with diverse and often
disadvantaged groups.
This book focuses on the leadership of practice and, in particular,
how to bring about changes which improve practice. It draws on
research into a group of early years leaders which followed them
for almost three years as they attempted to improve provision in
their settings as 'change agents' and 'leaders of practice'.
Through exploring their successes and failures, the book builds a
picture of what it takes to lead improvements in practice. This
book develops four principles of practice that many leaders adopt
as they innovate. These principles provide basic guidance about how
to bring about improvements in practice and are derived from the
real-life attempts of both inexperienced and established leaders to
improve the quality of provision.With its strong research
methodology and skilled analysis, this book provides an excellent
insight into the challenges of leadership for quality provision in
early years settings. If you are working as a leader in the early
years sector, or aspire to a leadership role in the early years,
this book is inspiring and essential reading.Mark Hadfield is
Professor in the School of Social Sciences, University of Cardiff,
UK. Michael Jopling is Professor in Education at Northumbria
University, UK. Martin Needham is Principal Lecturer at Manchester
Metropolitan University, UK.This book provides unique insights into
Early Years 'practice leadership' and uses research to inform
quality improvement. The authors set the scene with a review of
policy and its effects on practice leadership, before combining key
aspects emerging from their own research and wider theory with
practical guidance on how to assess and improve practice leadership
and quality Early Years provision. There is a strong focus on the
relationships which support and develop inclusion and shared
responsibility for creating a culture of change and improvement and
include the perspectives of children and parents as equal partners.
This book will be of value to all involved in Early Years practice
and leadership as well as students at all levels and researchers.
Michael Gasper, Early Years ConsultantThe introduction of a
graduate leader has been one of the most significant developments
in early years in recent times. This book therefore provides
essential reading for all 'leaders' in the early years especially
those with Early Years Professional Status or currently undertaking
Early Years Teacher Status (0-5). Drawing upon the longitudinal
national evaluation of Early Years Professional Status, it provides
clear evidence to support those in leadership roles to reflect upon
and develop their practice. Most importantly it recognises that
there is not one type of leader and that innovation occurs when the
graduate leader is able to apply their professional training and
experience to a specific setting. Dr Eunice Lumsden, Head of Early
Years, The University of Northampton
Features evidence that is taken before sub-committee F (Home
Affairs).
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