Although a large number of studies on supervision have been redundant, some important empirical knowledge has been gained from research in this area. Gwaltney, Andburg, Blumberg, Weber and Amidon, and Marquit have studied the differing perceptions of supervisory behavior by teachers, supervisors, and administrators. Gross and Herriot and later Goldman and Heald have identified specific aspects of administration and supervisory behavior which have considerable impact on teachers' attitudes toward general supervisory and administrative behavior patterns. Trask and Croft have described the state of supervisory practices in certain districts and the adaptations made by teachers and principals to supervisory expectations. Ziolkowski attempts to determine differences in supervisory practices in schools rated high on teacher effectiveness and in those rated low on teacher effectiveness. More recently, Wilson and his associates, in studying supervision from a sociological point of view, have developed a new concept of supervision--comprehensive planning. The research objectives and findings of these and other studies are reported in this review. (Author/DN)