Discusses the ways supervisors of early-childhood-education student teachers in their classroom practicum help their students connect theory and practice, based on research with early-childhood-education students. Discusses supervision techniques, including observation, student journals, and the seminar session, and the theoretical assumptions…

Essential ingredients of supervising teachers include: (1) going beyond teacher report to direct observation, (2) timely identification of problems, (3) careful analysis of programs for design adequacy, (4) provision for extensive teacher practice in structured settings, (5) provision for additional supervised classroom practice, and (6) a well…

This manual describes the process used in determining the objectives of a project to develop effective remediation strategies for use by teachers of mathematics. It presents two tools developed for use in assessing remedial mathematics teaching: (1) the "Effective Remedial Mathematics Checklist," for use in supervising teachers of…

TO PROVIDE THE CHALLENGE FOR IMPROVING TEACHING BEHAVIOR WITHOUT THE THREAT THAT COMMONLY ACCOMPANIES A TEACHER-SUPERVISOR EVALUATION PROCEDURE, 22 TEACHERS IN A 2-YEAR ELEMENTARY SCHOOL INSERVICE PROGRAM HELD GROUP SESSIONS, GUIDED BY A SUPERVISOR, IN WHICH TEACHING BEHAVIOR WAS DISCUSSED. THE TECHNIQUES USED INCLUDED FLANDERS' INTERACTION…

This manual for supervision addresses itself to those with responsibility for helping teachers develop into skilled professionals through use of a rational plan of feedback and assistance. It describes the supervision cycle and outline simple and practical techniques to collect effective data that will assist the classroom teacher. The manual has…

This paper links the problem of questioning and answering in student teacher supervision with teachers' pedagogical thinking. The first section discusses whether asking the right questions or giving the right answers is more important and what is actually involved when the questions and answers are correct. The second section discusses the…

Two studies evaluated student teachers' preferences for directive or nondirective supervision. Both studies revealed a significant preference for the directive approach, contradicting much current theoretical writing. A third followup study showed student teachers' initial preference for the directive method gave way to the nondirective approach…

Suggests an eight-step approach to student teacher observations to increase students' professional growth including simulation, peer-reaction, video review, practice teaching, audio review, real teaching, tape review, and post-observation conference. (RC)

In this study, relationships were examined among three aspects of the implementation of complex instruction, an innovative approach to teaching in heterogeneous classrooms. These three aspects were: (1) teachers' use of the complex instruction strategies in the classroom; (2) systematic and comprehensive feedback received by teachers from the…

A clinical supervision training program has provided department level coordinators with support in their role as a bridge between administrators and teachers in six high schools and nine middle schools in a San Antonio, Texas, school district. This paper identifies major characteristics of the training program's model, describes the program, and…

TEACHER EDUCATORS AT CORNELL UNIVERSITY, THE UNIVERSITY OF MISSOURI, THE OHIO STATE UNIVERSITY, AND PURDUE UNIVERSITY IDENTIFIED THE CONTRIBUTIONS OF THE COLLEGE SUPERVISOR TO THE STUDENT TEACHING SITUATION BY MEANS OF THE CRITICAL INCIDENT TECHNIQUE. COLLEGE SUPERVISORS, SUPERVISING TEACHERS, AND STUDENT TEACHERS ACTIVELY ENGAGED IN THE STUDENT…

This study investigated the effectiveness of a team supervisory conference in eliciting pupil divergent thinking in a trial lesson. The first hypothesis was that pupils who are asked divergent questions by student teachers who have had a team supervisory conference prior to the lesson will express more divergent thought in a ten-minute lesson than…

Argues that if education for language development is to improve, the changes will have to take place in the classroom and that the change needed is to return control of classrooms to teachers. Also argues that for reform to endure, how systems respond to change must be understood. (SRT)

A rationale for the use of student evaluations of courses and teachers and the functions such feedback can fulfill are outlined. The importance of an educational consultant, working with the lecturer to interpret and use student-generated data, is stressed. A case study embodying these elements is presented. (Editor/SJL)