Supervision: a redefinition
First published in 1971 and now the best known book in the field, "Supervision: A Redefinition" continues to be the leading text for combining an in-depth view of theory and research for supervision with practical applications. The Seventh Edition continues a thirty-year tradition of breaking new ground by continuously redefining the field of supervision in response to changing school contexts, policies, and realities. The practical applications are supported by a conception of supervision as moral agency. The book continues to promote a new vision, or redefinition, of supervision from that of a top-down activity performed by higher-ups in the school hierarchy, to one in which supervision is a shared activity involving all stake-holders in the school including teachers, administrators, and parents. The book sees schools as communities rather than organizations, and emphasizes the student-teacher relationship rather than bureaucratic functions.
What people are saying - Write a review
Review: Supervision: A Redefinition Supervision: A RedefinitionUser Review - Goodreads
This book, though ueseful, was way over-priced.
Images of Supervision
Supervision within the Restructuring Agenda
Sources of Authority for Supervision
10 other sections not shown
achievement action research activities administrators AMPN Andrew Hargreaves approaches assessment assumptions authentic assessments basic become behavior believe bureaucratic chapter Chris Argyris classroom clinical supervision collegiality commitment competence concepts context curriculum Curriculum Development decisions dents dimensions discussion educational platform effective emphasis environment example experience feel focus Frederick Herzberg goals important improvement in-service individual instruction involved job enrichment Johari window knowledge learner learning community learning tasks Matthew Lipman means metacognitive Michael Scriven moral motivation norms organization outcomes performance problems profes professional development programs questions reflective practice relationships requires responsibility restructuring agenda rewards role scientific management sense Sergiovanni shared skills social staff development standards Starratt strategies structure student learning summative evaluation teacher center teacher evaluation teacher leaders teacher leadership teachers and supervisors teaching and learning theory tion understanding values York youngsters