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The Wiley Handbook of Educational Supervision


The Wiley Handbook of Educational Supervision


Wiley Handbooks in Education 1. Aufl.

von: Sally J. Zepeda, Judith A. Ponticell

183,99 €

Verlag: Wiley-Blackwell
Format: PDF
Veröffentl.: 11.09.2018
ISBN/EAN: 9781119128281
Sprache: englisch
Anzahl Seiten: 664

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Beschreibungen

<p><b>An authoritative guide to educational supervision in today’s complex environment</b></p> <p><i>The Wiley Handbook of Educational Supervision </i>offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today’s schools. This important resource:</p> <ul> <li>Describes supervision in a historical context</li> <li>Includes a review of adult learning and professional community</li> <li>Reviews new teacher preparation and comprehensive induction systems</li> <li>Contains perspectives on administrative feedback, peer coaching and collaboration</li> <li>Presents information on professional development and job-embedding learning</li> <li>Examines policy and implementation challenges in teacher evaluation</li> </ul> <p>Written for researchers, policy analysts, school administrators and supervisors, <i>The Wiley Handbook of Educational Supervision</i> draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.</p>
<p>1. Introduction</p> <p><b>Section I: Context</b></p> <p>2. A Policy and Political History of Educational Supervision</p> <p>3. Foundations in Adult Development and Learning: Implications for Educational Supervision</p> <p>4. Theories of Professions and the Status of Teaching</p> <p>5. Job-embedded Learning: How School Leaders Can Use Job-Embedded Learning as a Mechanism for School Improvement</p> <p>6. Instructional Supervision in the Era of High-stakes Accountability</p> <p><b>Section II – Intent</b></p> <p>7. Accountability, Control, and Teachers’ Work in American Schools</p> <p>8. Coming to Understand the Wicked Problem of Teacher Evaluation</p> <p>9. Discretion and Trust in Professional Supervisory Practices</p> <p>10. Managing Collaborative Inquiry for Continuously Better Practice: A Cross-Industry Perspective</p> <p><b>Section III – Process</b></p> <p>11. Observation, Feedback, and Reflection</p> <p>12. Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach: Critical Review of Conceptual and Empirical Literature</p> <p>13. Peer Coaching in Education: From Partners to Faculties and Districts</p> <p>14. From Supervision to “Super Vision:” A Developmental Approach to Collaboration and Capacity Building</p> <p>15. Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry</p> <p><b>Section IV: Enactors of Supervision</b></p> <p>16. National Policy/Standards: Changes in Instructional Supervision Since the Implementation of Recent Federal Legislation</p> <p>17. Teacher Performance Assessments Mandated During the Duncan Era</p> <p>18. Principal Supervisors and the Challenge of Principal Support and Development</p> <p>19. The Principal: Building the Future Based on the Past</p> <p>20. Necessity Is the Mother of Re-invention: Making Teaching Excellence the Norm through Policy and Established Clinical Practice</p> <p><b>Section V – Outcomes</b></p> <p>21. Improving Teacher Practice Based Knowledge: What Teachers Need to Know and How They Come to Know it</p> <p>22. Shaping the School-Wide Learning Environment Through Supervisory Leadership</p> <p>23. High Performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision</p> <p>24. Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision</p> <p>25. Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision</p>

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