[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-46506-en":3,"doc-seo-46506-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},46506,1099513958607,"Jiven","https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399",8,"Research & Report","Co-constructed Leadership in Early Childhood Education","Early childhood education contexts are complex and diverse, requiring leadership approaches that align with the field’s values and beliefs. Research on leadership in early childhood education remains limited, prompting this article to examine innovative approaches across different but comparable settings. A cross-case analysis studies two sites: a university laboratory school in the United States and a public school in Australia. Drawing on cultural models theory, co-constructed leadership is presented as an alternative to hierarchical models, enabling organic leadership development and shared practice across a democratic learning community.","International Journal of Leadership in Education  \nTheory and Practice  \nISSN: (Print) (Online) Journal homepage: [https://www.tandfonline.com/loi/tedl20](https://www.tandfonline.com/loi/tedl20)  \nCo-constructed leadership in early childhood education  \nJamie Huff Sisson, Martha Lash, Anne-Marie Shin & Victoria Whitington  \nTo cite this article: Jamie Huff Sisson, Martha Lash, Anne-Marie Shin & Victoria Whitington  \n(2021): Co-constructed leadership in early childhood education, International Journal of Leadership  \nin Education, DOI: 10. 1080/13603124 .2021.1914350  \nTo link to this article: [https://doi.org/10.1080/13603124.2021.1914350](https://doi.org/10.1080/13603124.2021.1914350)  \n Published online: 12 May 2021.  \n\n|  Submit your article to this journal  |\n| --- |\n|  Article views: 190 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=tedl20](https://www.tandfonline.com/action/journalInformation?journalCode=tedl20)  \nINTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION [https://doi.org/10.1080/13603124.2021.1914350](https://doi.org/10.1080/13603124.2021.1914350)  \nCo-constructed leadership in early childhood education  \nJamie Huff Sisson a, Martha Lashb, Anne-Marie Shin a and Victoria Whitington aaSchool of Education, University of South Australia, Adelaide, Australia; bTeaching, Learning and Curriculum Studies, Kent State University, Kent, OH, USA  \nABSTRACT  \nEarly childhood education contexts are complex and diverse and thus require leadership approaches that connect with the values and beliefs of that field. Currently the research on leadership in early childhood education is limited and it would benefit from research into innovative approaches employed in very different but comparable locations. This article presents findings from a cross-case analysis exploring the role of leadership in two early childhood education settings: a university laboratory school in the United States of America and a public school in Australia. Drawing on cultural models theory, we argue that co-constructing leadership in context is a useful alternative to traditional hierarchical approaches to leadership. Each site’s co-construction of leadership provided an opportunity for leadership to be developed organically and to be shared amongst the community of learners. The findings demonstrate how co-constructed leadership promotes a democratic environment for all members of a learning community.  \nIntroduction  \nThe significance of leadership to quality in early childhood education, defined here as education for children from birth to eight years, has been a topic of increasing interest around the world (Sims et al., 2015). Concerns about quality have led to the development of policies that mandate standardized curriculum and pedagogy that is mediated through high-stakes accountability measures. School leaders are thus in the position of having to demonstrate quality in ways that align with standardized approaches, and accordingly many theories of leadership that reflect this goal are promoted across all levels of education.  \nQuality in the field of early childhood education, however, is highly contested (Dahlberg & Moss, 2008), particularly in countries like the United States of America (USA) and Australia where climates of high-stakes accountability and standardized practice have been found to limit what is viewed as important in education to what can be systematically measured, assessed and reproduced (Grant et al., 2018; Hardy, 2018; Löfdahl & Folke-Fichtelius, 2015) . Existing theories and models of leadership do not take into account the complexities of the early childhood field and have contributed to the marginalization of early childhood education perspectives (Davis et al., 2015) .  \nCONTACT Jamie Huff Sisson  [jamie.sisson@unisa.edu.au](jamie.sisson@unisa.edu.au)  School of Education, University of South ","cbCaijGfIPHWBJXY","https://ap.wps.com/l/cbCaijGfIPHWBJXY","pdf",1122100,4,1,24,"English","en",105,"# Abstract\n# Introduction\n## Leadership and quality in early childhood education\n## Contestation of quality and accountability pressures\n## Limitations of existing leadership theories\n## Leadership, inclusion, and social justice\n# Study focus and cross-case approach","[{\"question\":\"What problem does the article address about early childhood education leadership research?\",\"answer\":\"Research on leadership in early childhood education is described as limited, motivating study of innovative leadership approaches in different but 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