Round and round: Examining teaching residents' participation in and reflections on education rounds

International Journal of Educational Research

Volumn 73, Issue , 2015, Pages 65-76

  Reagan, Emilie Mitescu ^a   Chen, Crystal ^b   Roegman, Rachel ^c   Zuckerman, Kelly Gavin ^b  

^a UNIVERSITY OF NEW HAMPSHIRE   (United States)

^b Columbia University ^*  (United States)

^c PURDUE UNIVERSITY   (United States)

Author keywords

Community; Education rounds; Inquiry; Teacher learning; Teacher preparation; Teacher residency program

Indexed keywords

EID: 84947870446     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijer.2015.05.003     Document Type: Article

References (37)

1. Ball D.L., Cohen D.K. Developing practice, developing practitioners: Toward a practice-based theory of professional education. Teaching as the learning profession: Handbook of policy and practice 1999, 3-32. Jossey Bass, San Francisco. G. Sykes, L. Darling-Hammond (Eds.).
2. Berliner D. Learning about and learning from expert teachers. International Journal of Educational Research 2001, 35(5):463-482.
3. Bowe, J. M. & Gore, J.M. (2012). Effective implementation of pedagogical reform through professional development: The quality teaching rounds approach. Paper presented at the American Educational Research Association, Vancouver.
4. Burke P.F., Schuk S., Aubusson P., Buchanan J., Louviere J.J., Prescott A. Why do early career teachers choose to remain in the profession? The use of best-worst scaling to quantify key factors. International Journal of Educational Research 2013, 62(2013):259-268.
5. City E.A., Elmore R.F., Fiarman S.E., Teitel L. Instructional rounds in education: A network approach to improving teaching and learning 2009, Harvard Education Press, Cambridge, MA.
6. Cochran-Smith M. Policy, practice, and politics in teacher education: Editorials from the Journal of Teacher Education 2006, Corwin Press, Thousand Oaks, CA.
7. Cochran-Smith M., Barnatt J., Friedman A., Pine G. Inquiry on inquiry: Practitioner research and student learning. Action in Teacher Education 2009, 31(2):17-32.
8. Cochran-Smith M., Lytle S.L. Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education 1999, 24:249-305.
9. Cochran-Smith M., Lytle S.L. Inquiry as stance: Practitioner research for the next generation. Practitioners inquiry 2009, Teachers College Press, NY.
10. Danielson C. Enhancing professional practice: A framework for teaching 2007, ASCD.
11. Darling-Hammond L. Changing conceptions of teaching and teacher development. Teacher Education Quarterly 1995, 1995(Fall):9-26.
12. Del Prete T. Teacher rounds: A guide to collaborative learning in and for practice 2013, Corwin, Thousand Oaks, CA.
13. Del Prete T. The "rounds" model of professional development 1997, Retrieved from .
14. Elmore R.F. Professional networks and school improvement. School Administrator 2007, 64(4):20-24.
15. Feiman-Nemser S. Teachers as learners 2012, Harvard Education Press, Cambridge, MA.
16. Feiman-Nemser S. Teacher learning: How do teachers learn to teach?. Handbook of research on teacher education: Enduring questions in changing contexts 2008, 607-705. Routledge/Taylor & Francis, New York. 3rd ed. M. Cochran-Smith, S. Feiman-Nemser, J. McIntyre (Eds.).
17. Feiman-Nemser S. From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record 2001, 103(6):1013-1055.
18. Goodwin A.L. Perspectives on high performing education systems in Finland, Hong Kong, China, South Korea, and Singapore: What lessons for the U.S.?. Educational policy innovations 2014, 185-199. Springer, Singapore. S. Lee, W. Lee, E. Low (Eds.).
19. Gore J.M., Bowe J.M. interrupting attrition? Re-shaping the transition from preservice to inservice teaching through quality teaching rounds. International Journal of Educational Research 2015, 73:77-88.
20. Grossman P.L., Smagorinsky P., Valencia S. Appropriating tools for teaching English: A theoretical framework for research on learning to teach. American Journal of Education 1999, 108(1):1-29.
21. Hamilton E.R. His ideas are in my head: Peer-to-peer teacher observations as professional development. Professional Development in Education 2013, 39(1):42-64.
22. Hammerness K., Darling-Hammond L., Bransford J., Berliner D., Cochran-Smith M., McDonald M., et al. How teachers learn and develop. Preparing teachers for a changing world: What teachers should learn and be able to do 2005, 358-389.
23. Hammerness K., Darling-Hammond L., Grossman P., Rust F., Shulman L. The Design of Teacher Education Programs. In Preparing teachers for a changing world: What teachers should learn and be able to do. 2005, 390-441.
24. Lieber C.M. Getting classroom management right: Guided discipline and personalized support in secondary schools 2009, Educators for Social Responsibility, Cambridge, MA.
25. National Council for the Accreditation of Teacher Education (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Washington, DC: NCATE.
26. National Research Council Preparing teachers: Building evidence for sound policy. Committee on the Study of Teacher Preparation Programs in the United States, Center for Education. Division of Behavioral and Social Sciences and Education 2010, The National Academies Press, Washington, DC.
27. New York State Department of Education Graduate level clinically rich teacher preparation pilot program: 2011-2016 2011, Retrieved from: http://www.p12.nysed.gov/compcontracts/rttt/teacherprep/>.
28. Oyler C. Democratic classrooms and accessible instruction. Democracy and Education 2001, 14(1):28-31.
29. Roegman, R., Hatch, T., Hill, K., & Kniewel, V. (in press). Relationships, instruction, understandings: One district's implementation of rounds. Journal of Educational Administration.
30. Reagan, Roegman, Goodwin, & Zuckerman (2013). Inquiry in the Round? A qualitative case study of education rounds in a residency program. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.
31. Roegman R., Riehl C. Playing doctor with education: Considerations in using medical rounds as a model for instructional rounds. Journal of School Leadership 2012, 22(5):922-952.
32. Shin E., Wilkins E.A., Ainsworth J. The nature and effectiveness of peer feedback during an early clinical experience in an elementary education program. Action in Teacher Education 2006, 28(4):40-52.
33. Stewart V. Teaching and learning for the twenty-first century: The 2012 international summit on the teaching profession 2012, Asia Society, New York.
34. U.S.Department of Education Teacher quality partnership grant program 2009, Retrieved from: http://www2.ed.gov/programs/tqpartnership/index.html.
35. Wasley P., Hamel R., Clark R. Kids and school reform 1997, Jossey-Bass, San Francisco.
36. Watts E., Levine M. Partnerships, practices, and policies to support clinically based teacher preparation: Selected examples 2010, NCATE, Washington, DC, http://www.ncate.org/LinkClick.aspx?fileticket=rMrsfjZ2vZY%3D&tabid=715.
37. Westheimer J. Learning among colleagues: Teacher community and the shared enterprise of education. Handbook of research on teacher education: Enduring questions in changing contexts 2008, 756-784. Routledge/Taylor & Francis Group, NY. 3rd ed. M. Cochran-Smith, S. Feiman-Nemser, J. McIntyre (Eds.).