The Wiley handbook of educational supervision

著者

    • Zepeda, Sally J.
    • Ponticell, Judith A.

書誌事項

The Wiley handbook of educational supervision

edited by Sally J. Zepeda and Judith A. Ponticell

（Wiley handbooks in education）

Wiley Blackwell, 2019

  • : hardcover

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

An authoritative guide to educational supervision in today's complex environment The Wiley Handbook of Educational Supervision 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: Describes supervision in a historical context Includes a review of adult learning and professional community Reviews new teacher preparation and comprehensive induction systems Contains perspectives on administrative feedback, peer coaching and collaboration Presents information on professional development and job-embedding learning Examines policy and implementation challenges in teacher evaluation Written for researchers, policy analysts, school administrators and supervisors, The Wiley Handbook of Educational Supervision draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.

目次

Notes on Contributors ix Acknowledgments xvii 1 Introduction 1 Sally J. Zepeda and Judith A. Ponticell Part I Context 15 2 A Policy and Political History of Educational Supervision 17 W. Kyle Ingle and Jane Clark Lindle 3 Foundations of Adult Development and Learning: Implications for Educational Supervision 45 Stephen P. Gordon and Jovita M. Ross-Gordon 4 Theories of Professions and the Status of Teaching 75 Pamela Martin Fry 5 Job-embedded Learning: How School Leaders Can Use Job-embedded Learning as a Mechanism for School Improvement 101 Kirsten Lee Hill and Laura M. Desimone 6 Instructional Supervision in an Era of High-Stakes Accountability 131 Lance D. Fusarelli and Bonnie C. Fusarelli Part II Intent 157 7 Accountability, Control, and Teachers' Work in American Schools 159 Richard M. Ingersoll and Gregory J. Collins 8 Coming to Understand the Wicked Problem of Teacher Evaluation 183 Helen M. Hazi 9 Discretion and Trust in Professional Supervisory Practices 209 Megan Tschannen-Moran and Christopher R. Gareis 10 Managing Collaborative Inquiry for Continuously Better Practice: A Cross-industry Perspective 229 Jane G. Coggshall, Catherine Jacques, and Judith Ennis Part III Process 249 11 Observation, Feedback, and Reflection 251 Judith A. Ponticell, Sally J. Zepeda, Philip D. Lanoue, Joyce G. Haines, Albert M. Jimenez, and Atakan Ata 12 Teacher Mentoring in Service of Beginning Teachers' Learning to Teach: Critical Review of Conceptual and Empirical Literature 281 Jian Wang 13 Peer Coaching in Education: From Partners to Faculties and Districts 307 Bruce Joyce and Emily F. Calhoun 14 From Supervision to "Super Vision": A Developmental Approach to Collaboration and Capacity Building 329 Eleanor Drago-Severson and Jessica Blum-DeStefano 15 Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry 353 Jeffrey Glanz and Revital Heimann Part IV Enactors of Supervision 379 16 National Policy/Standards: Changes in Instructional Supervision Since the Implementation of Recent Federal Legislation 381 Fred C. Lunenburg 17 Teacher Performance Assessments Mandated During the Duncan Era 407 Caitlin McMunn Dooley, Stephen J. Owens, and Mark Conley 18 Principal Supervisors and the Challenge of Principal Support and Development 433 Laura K. Rogers, Ellen Goldring, Mollie Rubin, and Jason A. Grissom 19 The Principal: Building the Future Based on the Past 459 Mary Lynne Derrington 20 Necessity Is the Mother of Re-invention: Making Teaching Excellence the Norm through Policy and Established Clinical Practice 483 Nancy L. Zimpher and Jessica Fisher Neidl Part V Outcomes 509 21 Improving Teacher Practice-based Knowledge: What Teachers Need to Know and How They Come to Know It 511 Diane Yendol-Hoppey, Jennifer Jacobs, and Rebecca West Burns 22 Shaping the School-wide Learning Environment Through Supervisory Leadership 533 Erin Anderson and Diana G. Pounder 23 High-performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision 555 Kendall Deas 24 Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision 575 Noelle Arnold 25 Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision 601 Judith A. Ponticell and Sally J. Zepeda Index 615

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