Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11498
Title: Formative interventions and practice-development: A methodological perspective on teacher rounds
Authors: Ellis, V
Gower, C
Frederick, K
Childs, A
Keywords: Rounds;Professional development;Teachers;Organisational development;Schools;School improvement
Issue Date: 2015
Publisher: Elsevier
Citation: International Journal of Educational Research, 73: pp. 44-52, (2015)
Abstract: Highlights • We examine Rounds in education from a methodological perspective. • In doing so, we class Rounds as a formative intervention and compare it to another means of formative intervention—Developmental Work Research. • We raise three methodological issues about both types of formative intervention: the role of theory; the relationship between the individual and the collective; and the meaning of collaboration.
URI: http://www.sciencedirect.com/science/article/pii/S0883035515300872
http://bura.brunel.ac.uk/handle/2438/11498
DOI: http://dx.doi.org/10.1016/j.ijer.2015.06.002
ISSN: 0883-0355
Appears in Collections:Dept of Education Research Papers

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