Formative interventions and practice-development: A methodological perspective on teacher rounds. (2015)

• Record Type: Journal Article
• Authors: Ellis, Viv; Gower, Cathy; Frederick, Kenny; Childs, Ann
• Is Part Of: International journal of educational research. Volume 73(2015)
• Page Start: 44
• Page End: 52
• Publication Date: 2015
• Subjects: Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2015.06.002
• Languages: English
• ISSNs: 0883-0355

Abstract

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.