Compared the supervision that four psychologists (Ekstein, Ellis, Polster, and Rogers) each provided to the same supervisee. Subjects were 58 counseling supervisors who evaluated videotaped supervision sessions. Results showed the supervisors were perceived as differing in attractiveness, role, and supervisory methods, generally consistent with…

The apparent tendency of lower-level managers (foremen) to be more sensitive to changing educational requirements for their jobs than are higher levels of management suggests some important areas of concern and frustration for this group. (Author)

This monograph outlines 12 best practices in workplace mentoring. It reflects findings from the New Voices National Fellowship Program, a human rights leadership development initiative funded by the Ford Foundation and administered by AED (Academy for Educational Development). It is hoped that readers will find the ideas developed here and the…

Differences in attitudes toward pupil control between university educators and cooperating pupil school teachers were measured to determine if student teachers might be receiving conflicting sets of expectations. The results of the study confirm that college supervisors have a more humanistic attitude toward pupil control than cooperating teachers…

A supervision analogue was used to determine whether counselor trainees' preference for supervision method affects the outcome of supervision. An analysis of empathy ratings indicated that learning empathy was not contingent upon receiving the preferred supervision. Type of supervision received and interaction effect between supervisor and…

There were no significant differences between groups of teachers receiving three different styles of supervision during teaching practicum with respect to the influence of the cooperating teacher upon the attitudes of the preservice teachers toward science teaching. There was no systematic trend toward or away from the teacher in any group. The…

Advice to college supervisors. (SP)

Changes in meeting the educational needs of certified teachers must be effected. (CK)

The supervisory conference appears to be a general failure because most supervisors fail to foster a helping relationship. (RA)

The process of matching curriculum packages with educational goals is discussed. (CK)

It is poor organizational policy to allow supervisors to direct a teacher's classrom activities. An improvement upon this system would be to replace these supervisors with curriculum specialists. (CK)