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عناوين كتب وبحوث في الإشراف التربوي


كتب وبحوث في الإشراف التربوي

دليل المشرف التربوي

الإدارة العامة للإشراف التربوي ـ وزارة المعارف ـ المملكة العربية السعودية 1419 (180 صفحة)

تقديم

الفصل الأول: السياسة التعليمية والإشراف التربوي

الفصل الثاني: نشأة الإشراف التربوي وتطوره

الفصل الثالث: فلسفة الإشراف التربوي

الفصل الرابع: المشرف التربوي

الفصل الخامس: العلاقات الإنسانية في الإشراف التربوي

الفصل السادس: التدريب التربوي في أثناء الخدمة

الفصل السابع: ملاحق ومراجع

الإدارة والإشراف التربوي: اتجاهات حديثة

رداح الخطيب، أحمد الخطيب، وجيه الفرح 1407 ـ 1987 (286صفحة)

الباب الأول: مفاهيم أساسية في الإدارة

الباب الثاني: العلاقة بين المدرسة والمجتمع المحلي وسبل تنظيمها

الباب الثالث: مفاهيم أساسية في الإشراف التربوي

الباب الرابع: تطور عملية الإشراف التربوي

The relationship between Teacher and Supervisor as Perceived by Teachers, Supervisors, and Principals in Secondary schools in Saudi Arabia

العلاقة بين المعلم والمشرف كما يراها المعلمون والمشرفون ومديرو المدارس في المدارس الثانوية بالمملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: سعد حمد العدواني

جامعة أريجون 1981

Evaluation of instructional Supervision of English Programs at the Intermediate and Secondary Schools in Saudi Arabia

تقييم الإشراف التربوي في برامج اللغة الإنجلزية في المدارس المتوسطة والثانوية في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراة: موسى محمد الحبيب

جامعة ويسكونسن ـ ماديسن 1981

The Relationship between the Ideal and the Actual Supervisory Practice as perceived by Supervisors in Saudi Arabia

العلاقة بين الإجراءات (النشاطات) الإشرافية المثالية والواقعية كما يراها المشرفون في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: صالح حمد التويجري

جامعة أريجون 1985

The Role of Supervisors as Educational Leaders in Private Schools in Saudi Arabia

دور المشرفين بوصفهم قادة تربويين في المدارس الخاصة في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: صالحة سالم جيزان

جامعة مينيسوتا 1999

Supervision as a Proactive Process

John C. Daresh and Marsh A. Playko, 1995

Educational Supervision: Perspectives, Issues, and Controversies

Jefferey Glanz and Richard F. Neville, 1997

Supervisory Leadership: Introduction to Instructional Supervision

Allan A. Glatthorn, 1990

Differentiated Supervision

Allan A. Glatthorn, 1997

Supervision of Instruction: A Developmental Approach

Carl Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon (1998). Boston: Allyn and Bacon.

Contents

PART I INTRODUCTION

1. Supervision for Successful Schools

Supervisory Glue as a Metaphor for Success

Who Is Responsible for Supervision?

Organization of This Book

The Agony of Thought and Feeling

Exercises

References

Suggested Readings

PART II KNOWLEDGE

2. The Norm: Why Schools Are as They Are

The Work Environment or Culture of Schools

The Legacy of the One-Room Schoolhouse

Blaming the Victim and Structural Strain

To Qualify, Summarize, and Propose

3. The Exception: What Schools Can Be

Background to School Effectiveness Studies

Early Effective Schools Research

More Recent Effective Schools Research

Should All Schools Apply Effective Schools Research?

The "How" of Effective Schools

A Cause Beyond Oneself

What to Do with Successful Schools Research: Some Propositions

4. Adult and Teacher Development within the Context of the School:

Clues for Supervisory Practice

Adults as Learners

Adult and Teacher Development

Developmental Theories of Motivation

Development: Ebb and Flow

Considering Teacher Development within the Context of the School

Influences on Teacher Development

Propositions

Exercises

References

Suggested Readings

5. Reflections on Schools, Teaching, and Supervision

Effective Teaching Research: A Historical Perspective

Cautions Concerning Effective Teaching Research

The Coast of Britain

Effective and Good Schools: The Same?

Instructional Improvement and Effective Teaching

Beliefs about Education

Supervision Beliefs

Supervisory Platform as Related to Educational Philosophy

Checking Your Own Educational Philosophy and Supervisory Beliefs

What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?

The Authors’ Supervisory Platform

Summary, Conclusions, and Propositions

Part II Conclusion

PART III INTERPERSONAL SKILLS

6. Supervisory Behavior Continuum: Know Thyself

Outcomes of Conference

Your Own Interpersonal Behavior Approach

Valid Assessment of Self

Johari Window

Cognitive Dissonance

Summary, Conclusions, and Preview

7. Developmental Supervision: An Introduction 133

Case Study One

Case Study Two

Case Study Three

Case Study Four

Developmental Supervision

Summary and a Look Ahead

8. Directive Control Behaviors

Directive Control Behaviors with Individuals

Directive Control Behaviors with Groups

A History of Overreliance on Control

Issues in Directive Control

When to Use Directive Control Behaviors

Moving from Directive Control toward Directive

Informational Behaviors

Summary

9. Directive Informational Behaviors

Directive Informational Behaviors with Individuals

Directive Informational Behaviors with Groups

Issues in the Directive Informational Approach

When to Use Directive Informational Behaviors

Moving from Directive Informational toward

Collaborative Behaviors

10. Collaborative Behaviors

Collaborative Behaviors with Individuals

Collaborative Behaviors with Groups

Issues in Collaborative Supervision

When to Use Collaborative Behaviors

Moving from Collaborative toward Nondirective Behaviors

Collaboration and Cooperation

Summary

11. Nondirective Behaviors

Nondirective Behaviors with Individuals

Nondirective Behaviors with Groups

Nondirective, Not Laissez Faire, Supervision

Issues with Nondirective Supervision

When to Use Nondirective Behaviors

Nondirective Supervision, Teacher Collaboration

Summary

12. Developmental Supervision: Theory and Practice

Rationale for Developmental Supervision

Applying Developmental Supervision

Not Algorithms, But Guideposts for Decisions

Summary

Part III Conclusion

PART IV TECHNICAL SKILLS

13. Assessing and Planning Skills

Personal Plans

Assessing Time

Changing Time Allocations: Planning

Assessing and Planning within the Organization

Ways of Assessing Needs

Analyzing Organizational Needs

Planning

Models Combining Assessment and Planning

Planning: To What Extent?

Summary

14. Observing Skills

Formative Observation Instruments Are Not Summative Evaluation

Instruments

Ways of Describing

Quantitative Observations

Quantitative and Qualitative Instruments

Qualitative Observations

Tailored Observation Systems

Types and Purposes of Observation

Further Cautions When Using Observations

Summary

15. Research and Evaluation Skills

Alternative Approaches to Research and Evaluation

Judgments

Evaluating Specific Instructional Programs

Key Decisions in the Evaluation Process

Evidence of Program Outcomes

Multiple Sources and Methods

Overall Instructional Program Evaluation

Other Considerations for Evaluation

Summary

Part IV Conclusion

PART V TASKS OF SUPERVISION

16. Direct Assistance to Teachers

Clinical Supervision

Peer Coaching

Other Forms of Direct Assistance

Establishing Procedures for Direct Assistance

Differences between Direct Assistance and Formal Evaluation

School and District Procedures for Direct Assistance and Formal Evaluation

Linking Self-Evaluation with Direct Assistance

Developmental Considerations in Direct Assistance

Summary

17. Group Development

Dimensions of an Effective Group

Group Member Roles

Changing Group Leadership Style

Dealing with Dysfunctional Members

Resolving Conflict

Preparing for Group Meetings

Procedures for Large-Group Involvement

Summary

18. Professional Development

Why the Need for Professional Development?

Characteristics of Successful Professional Development Programs

Individual Teacher-Based Professional Development

Alternative Professional Development Formats

Examples of Effective Professional Development Programs

Stages of Professional Development

Matching Professional Development to Teacher Characteristics

Cautions on Professional Development Research

The Nuts and Bolts

Teachers as Objects or Agents in Professional Development

Summary

19. Curriculum Development

Sources of Curriculum Development

Teacher-Proof Curriculum

What Should Be the Purpose of the Curriculum?

What Should Be the Content of the Curriculum?

How Should the Curriculum Be Organized?

In What Format Should the Curriculum Be Written?

Curriculum Format as Reflective of Choice Given to Teachers

Relationship of Curriculum Purpose, Content, Organization, and Format

Levels of Teacher Involvement in Curriculum Development

Integrating Curriculum Format with Developers and Levels of Development

Matching Curriculum Development with Teacher Development

Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction

Summary

20. Action Research: The School as the Center of Inquiry

Action Research: The Concept

How Is Action Research Conducted?

A Developmental Approach to Action Research

Decisions about Action Research

Action Research: Vehicle for a Cause beyond Oneself

Examples of Action Research

Action Research Leagues

Shared Governance for Action Research

Personal Examples of School-Based Action Research Plans

Conclusion: Focus, Structure, and Time for Development

Part V Conclusion

PART VI FUNCTION OF SUPERVISION

21. Supervision, Change, and School Success

Assumptions about Change

Change from the Teacher’s View

Developmental View of Change Strategies

Creating a Culture for Change

Changing the Conditions of Teaching

The Role of Supervision and Supervisor in School Improvement

What Is School Success?

22. Super-Vision for Democratic Education:

Returning to Our Core

Systemic Reform around Purpose

Support for Hard and Unglamorous Work

Why Systemic Reform as Locally Derived?

Conclusion

Appendix A: What Is Your Educational Philosophy?

Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches

Appendix C: Assessing School-Based Supervisory Practices for Promoting Instructional Improvement

Mentoring and Supervision for Teacher Development

Alan Reiman and Lois Thies-Sprinthall, 1998

Supervision: A Redefinition

Thomas J. Sergiovanni and Robert J. Starratt, 1993

Peer Coaching for Educators

Barbara Little Gottesman and James O. Jennings, 1994

The Clinical Supervision

Cogan, Moris L. (1973). Boston: Houghton Muffin Company

Supervisory Leadership: Focus on Instruction (NEW)

Don M. Beach & Judy Reinhartz. (2000). Boston: Allyn and Bacon.

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راشد بن حسين العبد الكريم

مشرف لغة إنجليزية، بوزارة المعارف

المملكة العربية السعودية

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