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International Journal of Educational Research

2015 Volume 73, Number 1

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Table of Contents

Number of articles: 10

  1. How effective is a summer school for catch-up attainment in English and maths?

    Stephen Gorard, Nadia Siddiqui & Beng Huat See

    The current study is an efficacy trial of a summer school programme, targeted at literacy and numeracy catch-up for pupils in years 5 and 6. During the summer holidays the intervention provided... More

    pp. 1-11

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  2. What is individual in individualised instruction? Five storylines of meeting individual needs at school

    Anna Rytivaara, School of Education, Finland; Tanja Vehkakoski, Department of Education, Finland

    The purpose of this narrative case study was to examine the meanings and practices of individualised instruction narrated by two seventh-grade Finnish pupils with mild learning difficulties, their ... More

    pp. 12-22

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  3. Parental involvement and pupil reading achievement in Ireland: ‎Findings from PIRLS 2011

    Lorraine Gilleece

    Contradictory findings often emerge from research into parental involvement in education. Failure to account for national context may be a contributory factor. This paper uses a multilevel... More

    pp. 23-36

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  4. A closer look at the practice and impact of “rounds”

    A. Lin Goodwin, Teachers College, Columbia University, United States; Thomas Del Prete, Clark University, United States; Emilie M. Reagan, University of New Hampshire, United States; Rachel Roegman, Purdue University, United States

    A practice that is gaining momentum in many countries in the world is “Rounds,” also known as Teacher Rounds, Instructional Rounds, or Education Rounds. Rounds engage educators in communities of... More

    pp. 37-43

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  5. Formative interventions and practice-development: A methodological perspective on teacher rounds

    Viv Ellis, Cathy Gower & Kenny Frederick, Brunel University London, United Kingdom; Ann Childs, Oxford University, United Kingdom

    pp. 44-52

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  6. Unpacking practice with clinical instructional rounds in the San Francisco Teacher Residency program

    Peter Williamson, Stanford University, United States; Laura Hodder, San Francisco Teacher Residency, United States

    Clinical instructional rounds have recently gained national and international attention as a pedagogical innovation that can help school administrators, leaders, and sometimes teachers move past... More

    pp. 53-64

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  7. Round and round: Examining teaching residents’ participation in and reflections on education rounds

    Emilie Mitescu Reagan, University of New Hampshire, United States; Crystal Chen, Teachers College, Columbia University, United States; Rachel Roegman, Purdue University, United States; Kelly Gavin Zuckerman, Teachers College, Columbia University, United States

    In teacher preparation, the education rounds model has the potential to facilitate opportunities for preservice teachers to engage as part of a professional community and inquire into their... More

    pp. 65-76

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  8. Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds

    Jennifer M. Gore & Julie M. Bowe

    The potential of rounds for impacting on teacher development is significant. However, rounds are conceptualised in multiple ways and there is little evidence of how they work, particularly for... More

    pp. 77-88

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  9. Playing doctor with teacher preparation: An examination of rounds as a socializing practice for preservice teachers

    Rachel Roegman, Department of Educational Studies, College of Education, Purdue University, United States; Carolyn Riehl, Teachers College, Columbia University, United States

    In this article, we consider how rounds, as organizational routines, work to socialize new teachers into the profession and how rounds function to conserve or transform the practice of teaching. To... More

    pp. 89-99

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  10. Examining education rounds through the lens of lesson study

    Christine Kim-Eng Lee

    pp. 100-106

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