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http://bura.brunel.ac.uk/handle/2438/11498
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DC Field | Value | Language |
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dc.contributor.author | Ellis, V | - |
dc.contributor.author | Gower, C | - |
dc.contributor.author | Frederick, K | - |
dc.contributor.author | Childs, A | - |
dc.date.accessioned | 2015-10-20T13:40:24Z | - |
dc.date.available | 2015-07 | - |
dc.date.available | 2015-10-20T13:40:24Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | International Journal of Educational Research, 73: pp. 44-52, (2015) | en_US |
dc.identifier.issn | 0883-0355 | - |
dc.identifier.uri | http://www.sciencedirect.com/science/article/pii/S0883035515300872 | - |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/11498 | - |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Elsevier | en_US |
dc.subject | Rounds | en_US |
dc.subject | Professional development | en_US |
dc.subject | Teachers | en_US |
dc.subject | Organisational development | en_US |
dc.subject | Schools | en_US |
dc.subject | School improvement | en_US |
dc.title | Formative interventions and practice-development: A methodological perspective on teacher rounds | en_US |
dc.type | Article | en_US |
dc.identifier.doi | http://dx.doi.org/10.1016/j.ijer.2015.06.002 | - |
dc.relation.isPartOf | International Journal of Educational Research | - |
pubs.publication-status | Published | - |
pubs.publication-status | Published | - |
Appears in Collections: | Dept of Education Research Papers |
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Fulltext.pdf | 402.2 kB | Adobe PDF | View/Open |
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