Top
| 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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