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All chapters conclude with ldquo;Exercises,rdquo; | |
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ldquo;References,rdquo; and ldquo;Suggested Readings.rdquo; | |
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Introduction | |
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SuperVision for Successful Schools | |
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SuperVision: A New Name for a New Paradigm | |
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Supervisory Glue as a Metaphor for Success | |
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Who Is Responsible for SuperVision? | |
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Organization of This Book | |
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Supervision and Moral Purpose | |
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Knowledge | |
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The Norm: Why Schools Are as They Are | |
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The Work Environment or Culture of Schools | |
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The Legacy of the One-Room Schoolhouse | |
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Blaming the Victim and Structural Strain | |
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Viewing School Culture in the Context of the Larger Culture | |
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To Qualify, Summarize, and Propose | |
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The Exception: What Schools Can Be | |
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Background to School Effectiveness Studies | |
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Early Effective Schools Research | |
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The Second Wave of Effective Schools Research | |
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Context Studies in Effective Schools Research | |
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| |
Has Effective Schools Research Outlived Its Usefulness? | |
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The Legacy of Effective Schools Research | |
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From Effective Schools to School Improvement | |
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A Cause Beyond Oneself | |
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Connecting School Improvement to the Local Community and Larger Society | |
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What to Do with Successful Schools Research: Some Propositions | |
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| |
Adult and Teacher Development Within the Context of the School: Clues for Supervisory Practice | |
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Adults as Learners | |
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Adult and Teacher Development | |
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Developmental Theories of Motivation and Teacher Development | |
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Development: Ebb and Flow | |
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Influences on Teacher Development | |
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Propositions | |
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| |
Reflections on Schools, Teaching, and Supervision | |
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Effective Teaching Research: A Historical Perspective | |
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| |
Cautions Concerning Effective Teaching Research | |
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The Coast of Britain | |
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Effective and Good Schools: The Same? | |
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| |
Changing Views: New Emphasis on Constructivist Teaching and Learning | |
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Instructional Improvement and Effective Teaching | |
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| |
Beliefs About Education | |
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Supervision Beliefs | |
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| |
Supervisory Platform as Related to Educational Philosophy | |
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| |
Checking Your Own Educational Philosophy and Supervisory Beliefs | |
| |
| |
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? | |
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| |
The Authors'' Supervisory Platform | |
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| |
Summary | |
| |
| |
Conclusions, and Propositions | |
| |
| |
| |
Interpersonal Skills | |
| |
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| |
Supervisory Behavior Continuum: Know Thyself | |
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Outcomes of Conference | |
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Valid Assessment of Self | |
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| |
Johari Window | |
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| |
Cognitive Dissonance | |
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| |
Comparing Self-Perceptions with Other Perceptions | |
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| |
Summary | |
| |
| |
Conclusions, and Preview | |
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| |
| |
Developmental Supervision: An Introduction | |
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| |
Case Study One | |
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Case Study Two | |
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Case Study Three | |
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| |
Case Study Four | |
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| |
Developmental Supervision | |
| |
| |
Summary and a Look Ahead | |
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| |
Directive Control Behaviors | |
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Directive Continuum of Behaviors | |
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A History of Overreliance on Control | |
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| |
Issues in Directive Control | |
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| |
When to Use Directive Control Behaviors | |
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| |
Moving from Directive Control Toward Directive Informational Behaviors | |
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| |
| |
Directive Informational Behaviors | |
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| |
Directive Continuum of Behaviors | |
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| |
Comparing Directive Control and Directive Informational Statements | |
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| |
Issues in the Directive Informational Approach | |
| |
| |
When to Use Directive Informational Behaviors | |
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| |
Moving from Directive Informational Toward Collaborative Behaviors | |
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Collaborative Behaviors | |
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Collaborative Continuum of Behaviors | |
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Collaborative Behaviors with Groups | |
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Issues in Collaborative Supervision | |
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When to Use Collaborative Behaviors | |
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Moving from Collaborative Toward Nondirective Behaviors | |
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| |
Collaboration and Cooperation | |
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| |
Nondirective Behaviors | |
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| |
Nondirective Continuum of Behaviors | |
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| |
Initiating Nondirective Supervision | |
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| |
Nondirective, Not Laissez Faire, Supervision | |
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| |
Issues with Nondirective Supervision | |
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| |
When to Use Nondirective Behaviors | |
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Nondirective Supervision, Teacher Collaboration | |