SuperVision and Instructional Leadership: A Developmental ApproachThis groundbreaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped redefine the meaning of supervision and instructional leadership. The Eighth Edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter, "Supervision for What? Democracy and the Good School." Building on the success of previous editions, the Eighth Edition addresses hot issues such as school improvement, constructivist teaching, professional development, Chaos Theory, and state-mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders. |
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Page 409
... theory and postmodern theory as well as a number of innova- tive change theories from within the field of education . Chaos Theory Chaos theory cuts across a wide number of disciplines , including biology , chemistry , mathematics ...
... theory and postmodern theory as well as a number of innova- tive change theories from within the field of education . Chaos Theory Chaos theory cuts across a wide number of disciplines , including biology , chemistry , mathematics ...
Page 416
... Theory Over the last several years , a growing body of new theory on school change has emerged in the educational literature ( examples include Evans , 1996 ; Fullan , 1997 , 2002 , 2003 , 2005 , 2007 ; Hargreaves , Lieberman , Fullan ...
... Theory Over the last several years , a growing body of new theory on school change has emerged in the educational literature ( examples include Evans , 1996 ; Fullan , 1997 , 2002 , 2003 , 2005 , 2007 ; Hargreaves , Lieberman , Fullan ...
Page 502
... theory ( continued ) support for change and , 421-422 Effective schools research , 38-43 application of , 40-41 , 43 ... theory , 66 , 69 , 79. See also Adult development Emergency situations , and supervision , 142 , 198 Emergent wisdom ...
... theory ( continued ) support for change and , 421-422 Effective schools research , 38-43 application of , 40-41 , 43 ... theory , 66 , 69 , 79. See also Adult development Emergency situations , and supervision , 142 , 198 Emergent wisdom ...
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Common terms and phrases
action research activities adult development adult learning Alexandria andragogy asked assessment Chaos theory chapter classroom clinical supervision cognitive cognitive dissonance collaborative commitment concerns conference cooperative learning critical curriculum Curriculum Development decision developmental supervision dialogue directive control directive informational discussion diverse effective schools example experience expertise faculty feedback focus force field analysis Gantt charts Glickman goals implementation individual instructional improvement interaction interpersonal involved issues Jossey-Bass Journal knowledge leader lesson levels LGBT meeting ment nondirective behaviors nondirective supervision observation organization parents participants peer coaching perceptions postmodern practice problem profes professional development professional learning communities qualitative qualitative research questions reflection relationships role school community school improvement schoolwide skills social staff development stage strategies student learning successful schools suggested supervisors and teachers supervisory approach task teacher development teacher or group teaching theory thinking tion tional transformative learning Write