Distinguishes between administration (decision making, planning, organizing, communication, influencing, coordinating, and evaluating) and supervision (the achievement of instructional expectations). Stresses the importance of good supervision in keeping vocational agricultural programs responsive to changes in the industry. (JOW)

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)

Reviews the decline in productivity and motivation, theories of work motivation, and changes in the work ethic and work attitudes. Recommends the revitalization of five essentials of sound management: recruitment and selection, training and development, performance appraisal, supervision, and compensation. (SK)

Describes a training program designed to make teacher supervision more effective. (FL)

A style of supervision that varied from letting an assistant solve problems alone to solving the problems for him was not successful. A new approach that included scheduling meetings and collaborative inquiry proved to be effective. (MLF)

Notes that information to assist reading supervisors with self-development comes from four sources: observation and imitation, situational study, precepts of human motivation, and professional organizations and readings. (FL)

Points out the importance of the supervisor's role in influencing the acquisition and application of new skills. Suggests that the superior should participate in parts of the training to make trainees aware of the importance of it. (JOW)

Describes a supervisory technique (the "O Cycle") based on observing and critiquing teachers, and a way that a small group of principals can create its own in-service program to acquire the skills required to use the technique. (IRT)

Conflict management theory is illustrated in a series of hypothetical scenarios, typical of library situations. Each scenario is discussed in terms of a specific management theory and the theories are transposed into useful management tools by plotting each situation along relevant axes. (Author/AEF)

Presents Association for Counselor Education and Supervision's (ACES) "Standards for Counseling Supervisors" adopted by American Association of Counseling and Development's Governing Council, July 1989. Presents Standard's 11 core areas of knowledge, competencies, and personal traits that characterize effective supervisors. (Author/CM)

Focuses on how library supervisors of staff with dual assignments can promote the positive aspects of this type of position and prevent employees from becoming victims of work overload and job burnout. Employee qualifications and skills, cooperation among all supervisors, and administrative support are emphasized. (EAM)

These comments represent a response to J. R. Culbreth and L. D. Borders (1999) and suggest consideration of other factors when addressing the impact of clinical supervision in the addictions field. This article supports formal graduate academic preparation for substance abuse counselors and clinical supervisors and challenges the use of…