MARC Record from marc_nuls

LEADER: 07138pam 22003734a 4500
001 9920852480001661
005 20150423132023.0
008 020627s2003 nyu b 001 0 eng
010 $a 2002068992
020 $a0471391425 (pbk. : alk. paper)
035 $a(CSdNU)u110051-01national_inst
035 $a(OCoLC)50123250
035 $a(Sirsi) 01-AAP-2499
040 $aDLC$cDLC$dOrPss
049 $aCNUM
050 00 $aLB2157.A3$bA29 2003
100 1 $aAcheson, Keith A.,$d1925-
245 10 $aClinical supervision and teacher development :$bpreservice and inservice applications /$cKeith A. Acheson, Meredith Damien Gall.
250 $a5th ed.
260 $aNew York :$bWiley,$cc2003.
300 $a239 p. ;$c23 cm.
500 $aRev. ed. of: Techniques in the clinical supervision of teachers. 4th ed. c1997.
504 $aIncludes bibliographical references and indexes.
505 0 $aThe Nature of Clinical Supervision -- The Pitfalls of Teacher Supervision -- Teacher Resistance to Evaluation -- Communication Patterns in Supervision -- Finding Time for Supervision -- A Model of Clinical Supervision -- The Processes of Clinical Supervision -- The Goals of Clinical Supervision -- Other Models of Clinical Supervision -- Other Types of Teacher Supervision -- Counseling -- Curriculum Support -- A Note of Caution -- The Role of Clinical Supervisor -- Research on Clinical Supervision -- Case Study Research on Supervision -- Teacher Attitudes toward Supervision -- A Theoretical Basis for Clinical Supervision -- The Theory of Reflective Practice -- The Contexts and Uses of Clinical Supervision -- Using Clinical Supervision to Promote Teacher Development -- Helping Teachers Develop as Professionals -- Models of Teacher Development -- Leithwood's Multidimensional Model -- Berliner's Model of Instructional Expertise -- Fuller's Model of Teacher Concerns -- Types of Teacher Development Programs -- Standards-Based Teacher Development -- Philosophy of the National Board for Professional Teaching Standards -- National Board Certificates and Assessments -- Benefits of National Board Certification -- Sharing Responsibility for Teacher Development -- School Principals -- Other Administrators -- Teachers -- Department Heads -- Training for New Roles -- Students -- Self-analysis -- Organizational Structures and Teacher Development -- Some Examples of Organizational Forms -- Effect of Organizational Structure on the Role of Supervisor -- Professional Development Schools -- Using Clinical Supervision to Promote Effective Teaching -- Effective Teaching of Academic Knowledge and Skills -- Nine Teacher Characteristics Associated with Gains in Student Academic Achievement -- Direct and Indirect Teaching -- The Explicit Teaching Model -- Effective Teaching of Thinking Skills -- Effective Use of Time in Teaching -- Generic Guidelines for Good Teaching -- Effective Development of Student Attitudes and Motivation to Learn -- Teacher Effectiveness in Responding to Student Diversity -- Effective Teaching of Students Who Differ in Achievement Level -- Effective Teaching of Ethnically and Racially Different Students -- Effective Teaching of Male and Female Students -- Effective Teaching in Response to Individual Students' Interests and Needs -- Effective Classroom Management -- Effective Planning and Decision Making -- Effective Implementation of Curriculum Change -- A Definition of Effective Teaching -- Using Clinical Supervision in Teacher Evaluation -- The Tension between Accountability and Professional Growth -- The Threat of Evaluation -- Consistency of Evaluation with Components of Clinical Supervision -- Clinical Supervision and Teacher Evaluation -- District Standards -- Job Descriptions -- Performance Goals -- Formal Evaluations -- Plans of Assistance -- Postevaluation Conferences -- Postdismissal Activities -- Peer Consultation -- Peer Coaching toward Technical Proficiency -- Peer Consultation toward Critical Reflection -- Conclusions from Comparative Analysis -- Continuum Relating Peer Consultation Types to Other Educational Factors -- The Nature of Peer Consultation in Practice -- Why Did Teachers Choose to Become Involved? -- Inservice Preparation for Peer Consulting -- Peer Consulting: What Is It, Really? -- Conferencing Techniques -- Styles of Interpersonal Communication in Clinical Supervision -- Listen More, Talk Less -- Acknowledge, Paraphrase, and Use What the Teacher Is Saying -- Ask Clarifying Questions -- Give Specific Praise for Teacher Performance and Growth -- Avoid Giving Direct Advice -- Provide Verbal Support -- Acknowledge and Use What the Person Is Feeling -- Counseling -- Management -- The Planning Conference -- Identify the Teacher's Concerns about Instruction -- Translate the Teacher's Concerns into Observable Behaviors -- Identify Procedures for Improving the Teacher's Instruction -- Assist the Teacher in Setting Self-Improvement Goals -- Arrange a Time for Classroom Observation -- Select an Observation Instrument and Behaviors to be Recorded -- Clarify the Instructional Context in Which Data will be Recorded -- The Feedback Conference -- Provide the Teacher with Feedback Using Objective Observational Data -- Elicit the Teacher's Inferences, Opinions, and Emotions -- Encourage the Teacher to Consider Alternative Methods and Explanations -- Provide the Teacher with Opportunities for Practice and Comparison -- Summary of Steps in a Feedback Conference -- Classroom Observation Techniques -- Summary of Methods for Observing Effective Teaching Practices -- Selective Verbatim -- Advantages of Selective Verbatim -- Drawbacks of Selective Verbatim -- Transcribing Teacher Questions -- Transcribing Constructivist Dialogue -- Transcribing Teacher Feedback -- Transcribing Teacher Structuring Statements -- Transcribing Classroom Management Statements -- Seating Chart Observation Records -- At-Task Behavior -- Verbal Flow -- Movement Patterns -- Wide-Lens Techniques -- Anecdotal Records and Script Taping -- Video and Audio Recordings -- Journal Writing -- Portfolios -- Checklists, Rating Scales, and Timeline Coding -- Student Rating Scales -- Pupil Observation Survey Report -- Other Student Rating Scales -- Observer-Administered Checklists -- Questioning Behaviors -- Expository Behaviors -- Constructivist Teaching Methods -- Methods for Accommodating Student Diversity -- Teacher Evaluation Rating Scales -- The Flanders Interaction Analysis System -- Categories of Verbal Interaction -- Timeline Coding Procedures -- The Stallings Observation System -- Snapshot Data -- Five-Minute Interaction.
650 0 $aStudent teaching.
650 0 $aTeachers$xIn-service training.
650 0 $aSchool supervision.
650 0 $aObservation (Educational method)
650 0 $aTeachers' workshops.
700 1 $aGall, Meredith D.,$d1942-
700 1 $aAcheson, Keith A.,$d1925-$tTechniques in the clinical supervision of teachers.
948 $a02/04/2003$b03/05/2003
982 $aLB2157.A3$aA29$a2003
999 $aLB 2157 A3 A29 2003$wLC$c1$i31786101553979$d9/27/2005$e9/6/2005 $f8/25/2004$g1$lCIRCSTACKS$mNULS$n4$rY$sY$tBOOK$u3/5/2003