This article analyzes the conceptual similarities and differences of clinical supervision, counseling, and consultation models in training of educational leaders. It also provides a conceptual model whose goal is to make supervisors aware of the implications of introducing consultation and counseling into the supervisory relationship. (TE)

Promotes teacher supervision that is aimed at helping teachers reflect on their own practice. Outlines views that teaching which aims at the development of intellectual independence needs to address epistemological issues. Argues that attention has to be directed at knowledge and control. Outlines a scheme to address these issues. (CW)

Describes the salient attributes of adult cognitive functioning and supervisory styles and integrates them within the systems of developmental and clinical supervision to create an individualized professional development plan. (FL)

Examines adolescents' susceptibility to peer pressure in after-school experiences in a large sample of fifth, sixth, eighth, and ninth graders. Shows that adolescents who report home after school are not significantly different from those who are supervised by their parents at home during after-school hours. (HOD)

The principal coordinates curriculum change in the public schools. Critical features of effective curriculum implementation are open communication, a strong staff development program, and daily encouragement and support of faculty members. Planning and organization, financial support, and human support are among the principal's significant…

Administrators and teachers were interviewed and civic meetings, sports events, and school activities were observed to determine the supervisory problems and opportunities unique to small districts and schools. Impeding factors were found to be political influences and sports emphasis, while facilitating factors included faculty closeness,…

Incompetent teachers must be identified and assisted, and if they fail to improve, they must be dismissed. An eight-point strategy for school district administrators to use in identifying and assisting less competent teachers is presented. (RM)

Discusses the minimum competency model of staff qualifications. Classifies the ideal characteristics and qualifications for experiential leaders. Discusses interconnection of hiring, training, and supervision of experiential education staff and the relationship of these activities to program quality. Presents an integrated staff development model…

Reports the findings of a study that assessed teachers' perceptions of (1) how and when they were supervised or evaluated, (2) what effect teacher unions had on these processes, (3) how they learned how well they were doing in the classroom, and (4) what direct or indirect effects supervision or evaluation had on their teaching activities. (HOD)

Responds to many of the points made in George Henry's article, "What is the Nature of English Education," focusing upon his arguments related to instruction and supervision. (HOD)

Reviews some developments in psychoanalysis that related directly to supervision and are relevant for clinical supervision in schools. Shows how recent theoretical advances in psychoanalysis can help supervisors better understand the nature of teaching and guide their own relationships with teachers. (MLF)

Argues the case for relevant literature about being supervised. Notes barriers to effective supervision, some of which are attributable to "supervisee." Examines two bodies of advice to the supervisee: gamesmanship and common sense. Explains games of weakness and strength. Explains 10 principles of a common-sense approach to being…

By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)

A method for evaluating undergraduate field experiences in psychology that takes into account attainment of individual goals and quality of supervision is evaluated. Results showed that the most satisfactory field placements are those in which there is a well-organized, explicitly structured training program. (RM)

Almost half of the 13 million children aged 13 and under are estimated to have no supervision after school hours. Communities and schools must develop responses to the problem tailored to local needs. (MD)