The proposed study will examine whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees in the conference, or whether the mere acquisition by supervisors and/or supervisees of research-verified knowledge about teaching and learning, e.g., the role of academic…

Teacher development is theoretically possible in those instructional supervision settings that emphasize collegiality. The paper reports and analyzes episodes taken from two cases in a larger study which investigated the different outcomes in teachers' classroom development associated with hierarchical and collegial approaches to instructional…

This paper reports on one aspect of a larger study that investigated the effects of supervisors' intervention on teachers' classroom management practices. The paper examines the interactive responses of high- and low-conceptual-level teachers in four different supervisory dyads as they conference with their principals in an attempt to ascertain…

A study found that conceptual functioning level emerged as an important variable in distinguishing between effective and less effective supervisory intervention. Four supervisors, with their respective supervisees, participated in the study. Participants were videotaped and observed, and transcripts of conference dialogues and participant thought…

This paper presents, in five sections, a comparison of conferencing strategies used in two different supervisory dyads and the effects of the strategies on teachers' classroom management behavior. The first section is an overview of a larger study that sought to determine if the improvement of management practices of supervisees is associated with…