Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
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
  • Publication Type:
    Conference presentation
  • Publication Sub Type:
  • Authors:
    Mayer S
  • Date:
  • Name of Conference:
    . European Early Childhood Research Association
  • Conference place:
    Birmingham, UK
  • Conference start date:
  • Conference finish date:
  • Keywords:
    collaborative Inquiry, early years services, integrated services, professional learning communities, participatory action research
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.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
IOE - Learning & Leadership
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by