Begins the inductive process of identifying the supervisory knowledge and skills that are necessary for effective field-based clinical supervision of rehabilitation counselors. The results of this study empirically demonstrate that there is a substantial body of supervisory knowledge and skills that certified rehabilitation counselors perceived to…

An ethnographic study of 24 office workers trained in supervisory skills used heuristic elicitation methodology. Workplace design was a key organizational factor impeding or facilitating transfer of training. Design features that did not support privacy were the most frequent impediment. Management support was also an important factor. (Contains…

Interns support the use of transcription as a method for feedback during supervision. Thirty of 45 master's level interns who experienced supervision with transcripts returned a transcription survey and indicated positive outcomes for this type of supervision. Positive characteristics included efficiency, concreteness, and ease in analyzing and…

Using personal experience as peer coordinators, discusses the advantages and challenges of this administrative structure, in which more-experienced teaching assistants serve as peer coordinators to faculty supervisors and aid in the administrative tasks of supervision, including observations and evaluations of teaching assistants. (EV)

Describes a high school English department's successful efforts to define and shape their own peer assistance program. The program succeeded because it is voluntary, has received administrative support, and has evolved slowly and naturally. The program has communication, rehearsal, and awareness benefits and calls for a new kind of professional…

Responding to Arthur Blumberg's article, this article claims that Blumberg misses the opportunity to ground his argument in an already existing tradition of interpretive or hermeneutic research in supervision. The hermeneutic perspective studies human intentionality and seeks shared understanding as a goal. Includes eight references. (MLH)

A national survey of school psychologists (N=399) was conducted to determine current clinical supervision practices and their concurrence with professional standards. Results indicate that: (1) less than 25 percent of those surveyed received supervision; (2) supervisors often held inappropriate degrees; and (3) professional standards often went…

Examined therapy supervision in which supervisors (N=29), observing through one-way mirror, telephoned in suggestions to therapist during session. Found supervisors attached most importance to parsimony, clarity, and timing of phone-ins and affirmed supervisor's responsibility to clients in crisis, advocated flexibility in how therapists use…

Despite the importance of improving instruction through the supervision of teachers, building-level vocational school administrators may be ill-prepared for this role and avoid it. Those who are responsible for providing education for vocational school administrators have done little to address strategies for ensuring teacher effectiveness.…

A transfer model was applied to data from a survey of workers in four Chinese electronics firms. Results showed that transfer of training depends on organizational factors that facilitate use of knowledge, skills, and attitudes acquired. Supervision and other human factors were most influential. (SK)

In samples of 42 elementary and 45 secondary schools, effects of administrative control mechanisms (supervision, routinization, and participation) on teacher role ambiguity were examined. Multiple control mechanisms are likely to coexist, reinforcing, offsetting, or mediating each other's effects on ambiguity. (SK)

Interviews with 1,115 male and 271 female professionals revealed significant gender differences in objective characteristics (job title, salary grade, and numbers supervised) and few differences in subjective characteristics (rewards, peer cohesion, staff support, role conflict/ambiguity, workload). (SK)

A model for the supervisory role as a responsibility of the director of adult education centers emphasizes (1) supervision planning; (2) identification of expected skills; (3) observation; (4) identification of abilities to be improved; and (5) development of an improvement program. (Author/JOW)

Interviewed 42 elementary teachers at different stages of professional development. Found that almost all go through a stage of disillusionment with their profession and that teacher disillusionment must be treated differently depending on the stage of professional maturity. Proper supervision based on these stages could advance professional…

Without a definition of good teaching, the supervisor's efforts to help teachers improve will probably be fragmented, and teacher improvement may not occur. This article examines three definitions of good teaching, presents and defends a certain definition, and suggests supervisory applications. Good teachers are proficient in the kinds of…