Identifying a 'promising' topic for a psychology dissertation is widely recognised as one of the most important, challenging, and stressful parts of the research process. Students are required to work in a relatively unstructured way (compared with other modules) to independently identify a topic that is not only appropriate, of personal interest,…

Diagnostic supervision helps supervisors identify teachers' job-related and personal needs and respond to them within the expectations of the institution. A planning questionnaire is used to guide discussion during a diagnostic conference. (CL)

A conference between a teacher and supervisor is described to model for a successful postobservational conference. Interaction between an elementary schoolteacher and a science supervisor is specifically detailed. (MP)

Presents abstracts of 11 doctoral dissertations on supervision topics published in 1984. Topics include supervising tasks and competencies, supervisors' characteristics and preparation, and approaches to supervision. (MLH)

Applies Donald Schon's concept of the "reflective practitioner" to Robert Goldhammer's clinical supervision cycle (pre-observation conference, observation, analysis and strategy, supervision conference, and postconference analysis), stressing personal growth purposes for teacher and supervisor alike. Explores a clinical supervisor's…

Many current problems in teacher supervision arise from epistemological errors. Research-based models wrongly assume that supervision is a deterministic process. Therefore, the theoretical perspective should be rejected in favor of a practical one, which would emphasize "reflection-in-action" directed toward specific real problems. (MCG)

The article describes a model of clinical supervision for speech and hearing services. The model includes a continuum perspective to meet the individual needs of supervisees. A focus on the scientific nature of the supervisory process and an understanding of process components are important factors in model implementation. (Author/DB)

Educational supervision must be tied to improving staff skills in several critical areas--planning, diagnosis, monitoring, evaluating, and modifying programs to meet individual students' needs. To address supervisors' training deficiencies in these areas, this article recommends a workable training model and outlines desirable supervisor…

Lists some reasons why supervisors are often among the first personnel to be cut in a budget crunch, then lists six abilities essential for the survival of supervisors in education's changing climate. (JM)

This review focuses on ways in which epidemiological research can inform mental health service development and clinical practice. Data from epidemiological studies can provide cross-sectional and secular estimates of the prevalence of psychopathology to support rational service development. Epidemiological surveys have difficulties in finding…

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)

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

Discusses a study which sought to determine which form of district-level science coordination is perceived to be most satisfactory by science teachers of British Columbia. Presents survey results which support the need for a science coordinator. (ML)

This article contains a supervisory development plan, which discusses the skill development and interrelationships of supervisors, cooperating teachers, and student teachers during the student teaching experience. Effective supervisory skills are necessary if the student teacher is to improve his professional work. (CJ)

Explicates four types of teacher competence (technical, clinical, personal, and critical) as they might relate to supervision. Examines the levels of comprehensiveness and complexity within each of the competence domains. Illustrates approaches to supervisory practice within these domains. Includes 2 extensive tables and 94 footnotes. (IW)