Introduction | |
SuperVision for Successful Schools | |
SuperVision: A New Name for a New Paradigm | |
Supervisory Glue as a Metaphor for Success | |
Who Is Responsible for SuperVision? Organization of This Book | |
The Agony of Thought and Feeling | |
Knowledge | |
The Norm: Why Schools Are as They Are | |
The Work Environment or Culture of Schools | |
The Legacy of the One-Room Schoolhouse | |
Blaming the Victim and Structural Strain | |
The Exception: What Schools Can Be | |
Background to School Effectiveness Studies | |
Early Effective Schools Research | |
The Second Wave of Effective Schools Research | |
Context Studies in Effective Schools Research | |
Has Effective Schools Research Outlived Its Usefulness? | |
The Legacy of Effective Schools Research | |
From Effective Schools to School Improvement | |
A Cause Beyond Oneself | |
Summary | |
Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice | |
Adults as Learners | |
Adult and Teacher Development | |
Developmental Theories of Motivation and Teacher Development | |
Development: Ebb and Flow | |
Propositions | |
Reflections on Schools, Teaching, and Supervision | |
The Coast of Britain | |
Effective and Good Schools: The Same? | |
Changing Views: New Emphasis on Constructivist Teaching and Learning | |
Instructional Improvement and Effective Teaching | |
Beliefs about Education | |
Supervision Beliefs | |
Supervisory Platform as Related to Educational Philosophy | |
Checking Your Own Educational Philosophy and Supervisory Beliefs | |
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? | |
Summary, Conclusions, and Propositions | |
Interpersonal Skills | |
Supervisory Behavior Continuum: Know Thyself | |
Outcomes of Conference | |
Valid Assessment of Self | |
Johari Window | |
Cognitive Dissonance | |
Summary, Conclusions, and Preview | |
Developmental Supervision: An Introduction | |
Case Study One | |
Case Study Two | |
Case Study Three | |
Case Study Four | |
Developmental Supervision | |
Summary and a Look Ahead | |
Directive Control Behaviors | |
Directive Control Behaviors with Individuals | |
Directive Control Behaviors with Groups | |
A History of Overreliance on Control | |
Issues in Directive Control | |
When to Use Directive Control Behaviors | |
Moving from Directive Control toward Directive Informational Behaviors | |
Directive Informational Behaviors | |
Directive Informational Behaviors with Individuals | |
Directive Informational Behaviors with Groups | |
Comparing Directive Control and Directive Informational Statements | |
Issues in the Directive Informational Approach | |
When to Use Directive Informational Behaviors | |
Moving from Directive Informational toward Collaborative Behaviors | |
Collaborative Behaviors | |
Collaborative Behaviors with Individuals | |
Collaborative Behaviors with Groups | |
Issues in Collaborative Supervision | |
When to Use Collaborative Behaviors | |
Moving from Collaborative toward Nondirective Behaviors | |
Collaboration and Cooperation | |
Nondirective Behaviors | |
Nondirective Behaviors with Individuals | |
Nondirective Behaviors with Groups | |
Initiating Nondirective Supervision | |
Nondir | |
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