A Study of the Perceptions of Teachers, Principals, and Supervisors about the Present Practice and the Ideal Practice of Instructional Supervision in the Public Schools of Tennessee PDF Download
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Author: Frederic William Patterson
Publisher:
ISBN:
Category : School supervision
Languages : en
Pages : 576
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Book Description
Author: Frederic William Patterson
Publisher:
ISBN:
Category : School supervision
Languages : en
Pages : 576
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Book Description
Author:
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 432
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Book Description
Author: Ted Avery Beach
Publisher:
ISBN:
Category : School supervision
Languages : en
Pages : 225
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 484
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Jeffrey Glanz
Publisher: Rowman & Littlefield
ISBN: 1475814968
Category : Education
Languages : en
Pages : 301
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Book Description
Supervision: New Perspectives for Theory and Practice co-edited by two prominent scholars in the field (Jeffrey Glanz and Sally Zepeda),draws attention to supervision as a function that is often misunderstood, under-appreciated, and frequently controversial. Much has changed in the last two decades in the education world. These changes have inevitably influenced the theory and practice of supervision. This text includes some of the top scholars in the field in the USA to offer their insights to important topics and issues in supervision. To strike a balance, the editors also included award-winning practitioners who share their insights about supervision. We hope that this volume raises awareness to several critical issues that affect teachers, administrators, and policy makers. With the range of topics associated with supervision, we believe that the authors offer an informed and lively discussion of supervision in the present and future contexts of schools. Through our efforts, we believe that the multiple contexts in which supervision unfolds are examined alongside trends including high-stakes testing, the uses of data, the work superintendents do to supervise principals, and the type of supervision that builds a just and caring school culture that is culturally relevant and respectful for teachers and leaders.
Author: Jane Williams Afifi
Publisher:
ISBN:
Category :
Languages : en
Pages : 156
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Book Description
Author: Michael DiPaola
Publisher: IAP
ISBN: 1623960983
Category : Education
Languages : en
Pages : 324
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Book Description
This work integrates the core instructional leadership tasks of all principals: supervision, evaluation, and professional development. The text demonstrates a hands-on approach grounded in sound theory and rigorous research. It provides both a conceptual frame and realistic exercises that today’s principals and supervisors can use to improve their practice. The book highlights observation tools that focus on high-yield instructional strategies. Principals and supervisors are encouraged to collect data in classrooms and provide this instructional feedback so together with teachers they can reflect and identify areas for growth. The models of supervision, evaluation, and professional development are research-based and are consistent with contemporary challenges that confront principals and others committed to improving instruction.
Author: Theobold Fearon
Publisher:
ISBN:
Category :
Languages : en
Pages : 290
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Book Description
The purpose of this research was to investigate how selected primary school principals and teachers perceive the practice of instructional supervision in their institutions.
Author: Judith A. LaRocca
Publisher:
ISBN:
Category :
Languages : en
Pages : 396
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Book Description
Research reveals that school leadership is the second most important in-school factor impacting student achievement, with greater impacts seen when principals' leadership practice is focused on learning. Research also shows that leadership practices in the area of principal supervision and supporting principal leadership have a positive impact on student achievement. This qualitative phenomenological study utilized concepts from sociocultural learning theory to frame understandings of the lived experiences of principal supervisors in Nassau County, New York. The rationale for this study stems from a moral imperative to address gaps in learning and achievement in disadvantaged groups through effective educational leadership practice. The purposefully selected sample included ten superintendents who were identified from the 56 public school districts in Nassau County, New York. Interview transcripts from superintendents responsible for supervising elementary principals practicing in K-6 and K-5 schools were coded to identify significant statements, resulting in over 425 individual coding references. The analysis and interpretation of the findings were organized into four analytic categories found within the conceptual framework: (a) leadership support, (b) role of principal supervisor, (c) student achievement outcomes, and (d) principal leadership. Findings show that principal supervisors' practice includes robust support for principals' professional learning and an emphasis on fostering responsive relationships with principals. Superintendents often support principals by including other central office administrators in supervision. Participants understand the importance of principal leadership and its impact on student achievement outcomes, especially principals' practice that emphasizes a focus on teaching and learning. The lens of sociocultural learning theory informs the extent to which these practices are performed. Along with these findings, this research identified that a specific role for supervising principals is not clearly defined and practitioners do not use a standard or framework that defines leadership practice focused on learning in their principal supervision work. Recommendations from this study have valuable implications for central office leaders who want to support principals' leadership through research-based principal supervision practice that can ultimately impact student achievement outcomes and reduce persistent achievement gaps for students in Nassau County public schools.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Book Description
