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Multicultural Competence, White Privilege Attitudes And The Working Alliance In Clinical Supervision, Michelle A. Stahl

Dissertations

Research indicates that White supervisors have difficulty facilitating and integrating multicultural issues in supervision (Fong & Lease, 1997; Hird, Tao, & Gloria, 2004). A factor that interferes with a multicultural focus in supervision is the multicultural competence of the supervisor (Miville, Rosa, & Constantine, 2005). Moreover, as a result of White privilege, White supervisors may also be less aware of their cultural selves and subsequently less inclined to discuss multicultural issues in supervision (Hird et al., 2004). Lack of attention to important multicultural issues, such as White privilege, can interfere with the development of an effective supervisory alliance (Constantine & …

Examining The Operant Function Of Feedback: Evaluation Of The Temporal Location Of Feedback, Elian Aljadeff-Abergel

Dissertations

Despite the common use of feedback in most training settings, it is not yet clear what behavioral function feedback serves. Most researchers consider feedback to function as a consequence and advocate for its immediate delivery in the form of “on the spot” supervision or after-session conferencing. The literature suggests that when compared, “on the spot” supervision is found more effective than after session conferencing. In spite these findings, most supervisors are still implementing after-session conferencing. This is probably due to the limited feasibility of performing “on the spot” supervision when supervising teachers implementing whole class or small group instruction. One …

Examining Female Principals That Lead Within The Same Schools That They Once Taught, Erica Michele Jordan

Dissertations

The purpose of this study was to examine female principals that once taught within the school that they now lead. This study explored the transition from colleague to superior and discussed Sergiovanni's Sources of Authority (1992) that are employed by female administrators to balance social relationships while maintaining high levels of teacher expectations, conducting formal/informal evaluations, and exerting disciplinary actions when appropriate. This study served to explain what happened to social relationships when there was a positional power shift over a person where a friendship had previously been established.

Eleven female principals throughout suburban areas of Chicago, Illinois, that once …