عناوين كتب وبحوث في الإشراف التربوي

ناشر الموضوع : مشتاق

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

riyadhedu.gov.sa/alan/fntok/11.htm

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