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Articles 1 - 19 of 19
Full-Text Articles in Education
Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander
Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander
Journal of Educational Supervision
experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. …
Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter
Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter
Journal of Educational Supervision
University mentors require specialized knowledge and skill to support teacher candidate learning in the context of fieldwork. Without such knowledge and skill, interactions between university mentors and teacher candidates is often evaluative, thus undermining the educative potential of mentoring. We focus on mentoring practices employed in the context of the post-observation conference. Findings from a year-long implementation study show that when university mentors are introduced to an educative mentoring protocol and are provided with sustained professional development, their mentoring practices shift from an evaluative to an educative focus. University mentors indicate that this shift, initially perceived as unnatural, was supported …
An Analysis Of Superintendent And Principal Perceptions Regarding The Supervision And Evaluation Of Principals, Courtney Ann Mckim, David Hvidston, Barbara J. Hickman
An Analysis Of Superintendent And Principal Perceptions Regarding The Supervision And Evaluation Of Principals, Courtney Ann Mckim, David Hvidston, Barbara J. Hickman
Journal of Educational Supervision
The goals for this study were to examine principals’ perceptions regarding their own supervision and evaluation and compare to superintendents’ perceptions regarding the supervision and evaluation of principals. Three research questions guided the inquiry: (1) What are the perceptions of principal and superintendents’ regarding their own supervision?; (2) What are the perceptions of principal and superintendents’ regarding their own evaluation?; and (3) What are the differences in perceptions of principal and superintendents’ regarding supervision and evaluation? This study followed a descriptive format and used a 20 item on-line survey to measure principal and superintendents’ perceptions regarding critical elements in their …
The State Of Supervision Discourse Communities: A Call For The Future Of Supervision To Shed Its Mask, Ian M. Mette
The State Of Supervision Discourse Communities: A Call For The Future Of Supervision To Shed Its Mask, Ian M. Mette
Journal of Educational Supervision
This article reviews the various discourse communities that can be found throughout the field of supervision. Over the last several decades, the field has largely struggled with its identity. The struggle to define supervision, as well as supervision scholarship being forced to travel incognito to survive (Glanz & Hazi, 2019), has largely been due to a lack of an academic journal to serve as a publishing venue dedicated solely to issues of educational supervision. As the Journal of Educational Supervision continues to evolve from inception to fruition (Mette & Zepeda, 2019), it is important to keep supervision discourse communities vibrant …
Educational Supervision: Reflections On Its Past, Present, And Future, Stephen P. Gordon
Educational Supervision: Reflections On Its Past, Present, And Future, Stephen P. Gordon
Journal of Educational Supervision
The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision’s past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia’s Department of Curriculum and Supervision, important concepts introduced by supervision scholars, and groups associated with supervision. Consideration of the present encompasses current scholarship, other recent influences on supervision, and the resurgence of the Council of Professors of Instructional Supervision (COPIS). The part of the article on supervision’s future consists of hopes and recommendations for the future, with discussions of the Journal of Educational Supervision as …
Teacher Evaluation And Reliability: Additional Insights Gathered From Inter-Rater Reliability Analyses, Sally J. Zepeda, Albert M. Jimenez
Teacher Evaluation And Reliability: Additional Insights Gathered From Inter-Rater Reliability Analyses, Sally J. Zepeda, Albert M. Jimenez
Journal of Educational Supervision
Using a newly-created teacher evaluation instrument, Inter-rater Reliability (IRR) analyses were conducted on four teacher videos as a means to establish instrument reliability. Raters included 42 principals and assistant principals in a southern US school district. The videos used spanned the teacher quality spectrum and the IRR findings across these levels varied. Key findings suggest that while the overall IRR coefficient may be adequate to assess the validity of a classroom observation instrument, the overall coefficient may be unstable across the various teacher performance levels. Findings also strongly suggest that raters are much more likely to agree when they see …
The Need For Discipline-Based Education Research In Archaeology, Carol E. Colaninno
The Need For Discipline-Based Education Research In Archaeology, Carol E. Colaninno
Journal of Archaeology and Education
Over the last few decades, scholars have recognized the importance of discipline-based education research (DBER). As outlined by the National Research Council of the National Academies, DBER aims to 1) understand how students learn discipline concepts, practices, and ways of thinking; 2) understand how students develop expertise; 3) identify and measure learning objectives and forms of instruction that advance students towards those objectives; 4) contribute knowledge that can transform instruction; and 5) identify approaches to make education broad and inclusive. Physicists, chemists, engineers, biologists, astronomers, and geoscientists have been among the first to adopt DBER. Given research that demonstrates the …
Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira
Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira
Journal of Educational Supervision
This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest …
Service Learning In Archaeology And Its Impact On Perceptions Of Cultural Heritage And Historic Preservation, Kyle P. Freund, Laura K. Clark, Kevin Gidusko
Service Learning In Archaeology And Its Impact On Perceptions Of Cultural Heritage And Historic Preservation, Kyle P. Freund, Laura K. Clark, Kevin Gidusko
Journal of Archaeology and Education
This paper focuses on a for-credit cemetery recording class taught at Indian River State College (IRSC) and on the impact of the project on student perceptions of cultural heritage and historic preservation. One of the goals in creating this service learning course was to promote student awareness of the destructive risks that many historic cemeteries face and to impart the importance of stewardship over the archaeological record. To assess the effectiveness of the course in meeting this goal, a series of five interviews with students enrolled in the class were conducted to get participants to discuss their motivations and perceptions …
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Journal of Educational Supervision
Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …
Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig
Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig
Journal of Archaeology and Education
Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and archaeology into K-12 schools must involve teacher preparation, state certification requirements, and in-service training. National anthropology and archaeology organizations’ decades-long push for the integration of their disciplines into schools was outlined but assessed as relatively limited compared to successful efforts in psychology, sociology, and economics. Some progress did occur, traced primarily to the National Science Foundation and other funders, alongside committed individuals with well-developed curriculum materials. Our 2019 publication includes the original article followed by an UPDATE outlining developments since 2012. Reports from the National Academies and the …
Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin
Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin
Journal of Educational Supervision
Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher—an emerging teacher educator hoping to enhance his practice—investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews,focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher …
University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca
University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca
Journal of Educational Supervision
Despite university supervisors’ critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors’ experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.
Shedding Light On The Phenomenon Of Supervision Traveling Incognito: A Field’S Struggles For Visibility, Jeffrey Glanz, Helen M. Hazi
Shedding Light On The Phenomenon Of Supervision Traveling Incognito: A Field’S Struggles For Visibility, Jeffrey Glanz, Helen M. Hazi
Journal of Educational Supervision
As a field of study, supervision has gone through a tumultuous history and continues to struggle for visibility. Its principles related to teaching and learning are often discussed, yet the term supervision has been controversial more than once. For a variety of reasons, historically and conceptually, supervision has traveled incognito under several guises. In this article, the history of supervision is explored as it relates to its ties with educational administration, curriculum, and more recently instructional leadership to explain its absence from the research literature, and to present implications for supervision as a field of study. An understanding of this …
Archaeology In The Classroom At A New England Prep School, Ryan Wheeler
Archaeology In The Classroom At A New England Prep School, Ryan Wheeler
Journal of Archaeology and Education
In 1901 Robert S. Peabody lamented the lack of instruction in archaeology at his high school alma mater Phillips Academy, a prestigious New England boarding school. To rectify the situation, he used family funds and artifacts amassed by his personal curator Warren K. Moorehead to establish a Department of Archaeology at the school. A building was constructed and Moorehead and Peabody’s son, Charles, set about teaching classes. The pattern established by Moorehead and Peabody, however, was disrupted in 1914 when the school refocused the program exclusively on research. Classes were offered periodically over the next decades, and some students were …
Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee
Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee
Journal of Educational Supervision
Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs’ experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key …
Supervision’S New Challenge: Facilitating A Multidimensional Curriculum, Stephen P. Gordon
Supervision’S New Challenge: Facilitating A Multidimensional Curriculum, Stephen P. Gordon
Journal of Educational Supervision
In this article I propose that curriculum and instruction are inextricably intertwined, curriculum development should be an important function of educational supervision, and supervision should foster a multidimensional curriculum developed by teachers. The proposed curriculum framework includes cognitive, social-emotional, moral, cultural, democratic, creative-artistic, and health and physical dimensions. I provide a rationale for including each of the seven dimensions, and recommend integrating the seven dimensions within a holistic curriculum. I contend that each dimension of the proposed curriculum will promote learning in the other dimensions. The suggested curriculum development process involves the supervisor facilitating professional development for teachers and curriculum …
Minerva 2019, The Honors College
Minerva 2019, The Honors College
Minerva
This issue of Minerva includes a farewell from departing Honors Dean, François Amar; an article on the new service-learning course HON 175 and the course's inaugural Hurricane Island experience; and a deep dive into the Servant Heart Research Collaborative and the group's visit to Sierra Leone, Africa. Other highlights include reflections by a number of Honors faculty who returned from sabbatical; and a look into 2019-2020 student thesis research and internship experiences.
The Marginalization Of Faculty And The Quantification Of Educational Policy: Lessons From My Many Years On Faculty Senates, Howard P. Segal
The Marginalization Of Faculty And The Quantification Of Educational Policy: Lessons From My Many Years On Faculty Senates, Howard P. Segal
Maine Policy Review
Howard Segal shares conclusions about higher education and policy that apply to public colleges and universities across the country.