The job of an effective school supervisor has multiple faces. They are supposed to be mentors, strategists and managers as well as the representatives of the up-to-date regulations. Top-down changes or mandated changes originate at government or bureaucratic level. Bottom-up changes are the ones initiated by opponents of an organization. It is…

This article reports on a larger mixed-methods study that examined the perspectives of regional teacher supervisors on their emerging roles and practices in a stage of educational reform in Oman. The study was carried out in the Educational Supervision Directorate in Muscat. Two research methods were employed: a survey distributed to 125…

This compilation of abstracts reflects documents that concern supervisory and administrative theory, skills, and methods, including models, procedural steps, research reports, and bibliographic information. Based on document resumes in issues of RIE through July 1973, the following information is presented for each document: personal or…

Supervisors should be responsible for long-range instructional planning, monitoring planned changes in programs, program evaluation and experimentation of new instructional ways. (Author/AF)

Data from 258 supervisors of teachers of the deaf who replied to a self administered questionnaire yielded information on the nature of supervisory programs. Of 108 day supervisors (D), 23% were supervisors only while 77% were also either teachers or administrators. One-third reported three-fourths to full time devoted to supervision; one-third…

TEACHERS AND ADMINISTRATORS OFTEN CONCEAL THE TRUE NATURE OF A SCHOOL BECAUSE THEY FEAR THE JUDGMENTS OF THEIR SUPERVISORS. THIS CONSCIOUS DECEPTION BECOMES AN UNCONSCIOUS SELF-DECEPTION, WHICH IS GENERATED IN THE SAME WAY THAT NEUROTIC DEFENSES ARE DEVELOPED. WHEN TEACHERS MUST TEACH FEARING THAT THEIR CAREERS ARE IN JEOPARDY, CREATIVE AND…

This study revealed that supervisors' actual duties are not those described in the literature. In fact, supervisors maintain day-to-day operation of the school system, serve as a center of communication (mostly direct verbal contact), and participate in other highly fragmented activities. (Author/JM)

SUPERVISION, BECAUSE IT COVERS A MULTIPLICITY OF TASKS PERFORMED IN NO FIXED LOCUS, ITS ALMOST IMMUNE TO SYSTEMATIC EVALUATION. ELABORATE DESCRIPTIVE STUDIES ARE NEEDED (POSSIBLY REPLICATIONS OF EDUCATIONAL ADMINISTRATION STUDIES) ON SUCH TOPICS AS RESISTANCE TO CHANGE AND SUPERVISOR-SUPERVISOR RELATIONSHIPS. THEORETICAL MODELS AND CONCEPTS WHICH…

Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements,…

Using the findings of two studies carried out in Nepal and Sudan, this report examines the methods and the problems of organizing formal and nonformal education in rural areas. The main aims of the two studies were to collect information on education and administrative performance at district and, where relevant, at regional and national levels,…

This bulletin deals with the establishment of selected administrative and specialized service positions primarily from the standpoint of State statutes. The investigation is centered on an analysis of State constitutional and statutory provisions that authorize selected administrative and specialized service positions. Administrative and…

This bulletin tells how the boys and girls and staff of the elementary school at Culloden, West Virginia, recently took a critical look at their school program and decided that they ought to do something toward having more useful, interesting, and meaningful learning experiences. Accordingly, they began to develop a curriculum which was different…