Reforming Schools through Changed Supervisory Practices: One Superintendent and One Principal at a Time.

Autor/inn/en	Pearce, Harriet A.; Arredondo, Daisy E.
Titel	Reforming Schools through Changed Supervisory Practices: One Superintendent and One Principal at a Time.
Quelle	(1996), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Administrator Attitudes; Administrator Behavior; Administrator Role; Case Studies; Elementary Secondary Education; Principals; Superintendents; Supervision; Supervisory Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Principal; Schulleiter; Schulrat
Abstract	Reflective practice in professional education stands in sharp contrast to the assumptions underlying the more commonly used traditional supervisory models. This paper presents findings of a study that examined administrator use of a reflection-on-action process to build a climate of reflection and dialogue. Methodology included a case study of one superintendent and one elementary principal in a small rural school district. Data were gathered through a review of participants' journals; interviews with staff, the superintendent, and the principal; a review of the superintendent's daily log; and audiotapes of superintendent-principal interaction. The findings support the assumption that reflection through structured dialogue and journal writing can be effectively learned as processes and used to improve administrator supervision through changing interactions. The data illustrated the administrators' continual struggles as they confronted the discrepancies between their espoused beliefs and actual behaviors. Two tables are included. (Contains 14 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01