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|Title:||Formative interventions and practice-development: A methodological perspective on teacher rounds|
|Keywords:||Rounds;Professional development;Teachers;Organisational development;Schools;School improvement|
|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.|
|Appears in Collections:||Dept of Education Research Papers|
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