Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model
Classroom walkthroughs are a widely used strategy for school improvement, varying over contexts and times. This study aims to explore the Chinese model of classroom walkthroughs in early childhood settings (ECS) during the COVID-19 lockdowns through a triangulated qualitative study. First, a group o...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1154864/full |
| _version_ | 1827935513624969216 |
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| author | Sha Xie Hong Yin Mengyun He Hui Li Hui Li |
| author_facet | Sha Xie Hong Yin Mengyun He Hui Li Hui Li |
| author_sort | Sha Xie |
| collection | DOAJ |
| description | Classroom walkthroughs are a widely used strategy for school improvement, varying over contexts and times. This study aims to explore the Chinese model of classroom walkthroughs in early childhood settings (ECS) during the COVID-19 lockdowns through a triangulated qualitative study. First, a group of ECS leaders (N = 15; Myear of teaching experience = 18.87, SD = 7.74, range = 6–33 years) and a group of teachers (N = 15; Myear of teaching experience = 8.40, SD = 3.96, range = 3–19 years) were interviewed in early 2022, and leaders’ observations notes were reviewed. The interview data were transcribed, recoded, and analyzed using an inductive approach, and the walkthrough documents were examined as a triangulation. Four themes and 13 subthemes emerged from the interview data: content, pedagogical skills, tasks, and challenges pertaining to classroom walk-throughs. Two major challenges against efficient classroom walkthroughs during the COVID-19 lockdowns were found: building community and feeding forward. Based on the results, a Chinese model of classroom walkthrough was proposed. Implications for quality improvement were also addressed. |
| first_indexed | 2024-03-13T07:54:51Z |
| format | Article |
| id | doaj.art-27180be4516c4ec292dd6323ee071980 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-13T07:54:51Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-27180be4516c4ec292dd6323ee0719802023-06-02T05:48:23ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-06-011410.3389/fpsyg.2023.11548641154864Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese modelSha Xie0Hong Yin1Mengyun He2Hui Li3Hui Li4Faculty of Education, Shenzhen University, Shenzhen, Guangdong, ChinaFaculty of Education, Shenzhen University, Shenzhen, Guangdong, ChinaFaculty of Education, Shenzhen University, Shenzhen, Guangdong, ChinaShanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, ChinaMacquarie School of Education, Macquarie University, Sydney, NSW, AustraliaClassroom walkthroughs are a widely used strategy for school improvement, varying over contexts and times. This study aims to explore the Chinese model of classroom walkthroughs in early childhood settings (ECS) during the COVID-19 lockdowns through a triangulated qualitative study. First, a group of ECS leaders (N = 15; Myear of teaching experience = 18.87, SD = 7.74, range = 6–33 years) and a group of teachers (N = 15; Myear of teaching experience = 8.40, SD = 3.96, range = 3–19 years) were interviewed in early 2022, and leaders’ observations notes were reviewed. The interview data were transcribed, recoded, and analyzed using an inductive approach, and the walkthrough documents were examined as a triangulation. Four themes and 13 subthemes emerged from the interview data: content, pedagogical skills, tasks, and challenges pertaining to classroom walk-throughs. Two major challenges against efficient classroom walkthroughs during the COVID-19 lockdowns were found: building community and feeding forward. Based on the results, a Chinese model of classroom walkthrough was proposed. Implications for quality improvement were also addressed.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1154864/fullclassroom walkthroughsquality improvementearly childhood educationqualitative studyinterview |
| spellingShingle | Sha Xie Hong Yin Mengyun He Hui Li Hui Li Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model Frontiers in Psychology classroom walkthroughs quality improvement early childhood education qualitative study interview |
| title | Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model |
| title_full | Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model |
| title_fullStr | Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model |
| title_full_unstemmed | Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model |
| title_short | Classroom walkthroughs as an effective strategy for preschool improvement during the COVID-19 lockdowns: a Chinese model |
| title_sort | classroom walkthroughs as an effective strategy for preschool improvement during the covid 19 lockdowns a chinese model |
| topic | classroom walkthroughs quality improvement early childhood education qualitative study interview |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1154864/full |
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