Examines the problems encountered between student teachers, public school teachers, and the college supervisors. Suggests that more favorable relationships would result in more rewarding experiences for all. (RB)

Businesses are finding that positive reinforcement is a useful tool in management and supervision. However, there are few reports of the systematic use of positive reinforcement by educational administrators and supervisors. (Author/MLF)

In an attempt to improve the communication process and draw attention to some ideas that need further study, a communication model that deals specifically with the supervisor-teacher interaction process is presented. (Author)

Identifies ten essential supervisory roles and incorporates them into a supervisory self-assessment instrument. (Author/JM)

Assesses the value system held by supervisors in the counseling practice. Results indicate a strong relationship between the supervisee's satisfaction with the supervisory relationship and the level of communication that was developed in supervision. (Author)

Counselors, enrolled in supervised counseling practica, participated in a study to assess subjective and physiological anxiety responses to counseling under different stimulus conditions. Tape-recording and supervisory evaluation did not increase the anxiety levels of participants. (Author)

Contrasts the view of teaching as a technical reality with the view of teaching as reflective practice and examines the purposes of supervision from both perspectives. Reviews literature on reflection in teaching and empirical research on instructional supervision to promote reflective teaching. (TE)

The goal of the Synthesized Professional Supervision Model is the creation of academically healthy schools. This model for supervision of the whole school community includes supervisor reflection on professional interaction, supervisee professional development, paradigms influencing practice, and phases of professional supervision. (SK)

This article reports on the development of a scale used to assess and measure group dynamics during group supervision counselling courses (practicum and internship). A 20-item Likert-type scale was administered to 200 counsellors-in-training master's students. Reliability and validity data are described. An exploratory factor analysis yielded…

Practicing professional school counselors often are asked to supervise school counselors-in-training without the benefit of training in supervision or an awareness of the various clinical experiences. The purpose of this article is to outline the clinical experiences, supervisory stages, roles supervisors play, and useful strategies for directing…

Summarizes the "Theory Z" characteristics of supervisors whereby they serve as coordinators rather than as buffers or information blocks. (MLF)

Discusses cotherapy as a treatment modality and as a counselor training procedure. Presents an educational rationale for cotherapy and addresses some of the advantages and problems with the approach. Suggestions are also provided for implementing and supervising a cotherapy model. (JAC)

The writer stresses a practical approach to supervised employment since employers seek to hire those students with practical orientation and training. (EA)

Evaluation of differences in supervisory styles in manufacturing and technological plants of a single company. (Editor)