The Wiley Handbook of Educational Supervision. (Record no. 5086)
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| 001 - CONTROL NUMBER | |
| control field | EBC5515191 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724113337.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
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| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
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| fixed length control field | 240724s2018 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119128281 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781119128274 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5515191 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5515191 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11610230 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1054052395 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB2806.4 .W554 2019 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Zepeda, Sally J. |
| 245 14 - TITLE STATEMENT | |
| Title | The Wiley Handbook of Educational Supervision. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2018. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2019. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (667 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Wiley Handbooks in Education Series |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Acknowledgments -- Chapter 1 Introduction -- Intent and Rationale -- An Overview of the Organization of the Handbook and Its Sections -- The Context of Supervision -- The Intents of Supervision -- The Processes of Supervision -- The Key Players-Enactors of Supervision -- The Outcomes of Supervision -- References -- Part I Context -- Chapter 2 A Policy and Political History of Educational Supervision -- The Professionalization of Educational Supervision -- Keeping School or Teaching School? -- Politicized Teaching Policies: Supervisory Implications -- Persisting Tensions -- Summary -- Note -- References -- Chapter 3 Foundations of Adult Development and Learning Implications for Educational Supervision -- Adult Development -- Adult Learning at the Individual Level -- Adult Learning in Groups -- Adult Learning at the Organizational Level -- The Interactive Nature of Adult Development and Adult Learning at the Individual, Group, and Organizational Levels -- Summary -- References -- Chapter 4 Theories of Professions and the Status of Teaching -- Introduction -- Theories of Professions -- A Structural-functional Theory of Professions -- Power and Privilege Theory of Professions -- A Process and Practice Theory of Professionalism and the Role of Educational Supervision -- The Challenge for Professionalization of Teaching -- How Can Teaching Better Engage in a Process of Professionalization? -- Conclusion -- References -- Chapter 5 Job-embedded Learning: How School Leaders Can Use Job-embedded Learning as a Mechanism for School Improvement -- The Status Quo of Professional Development -- What Does Effective Professional Development Look Like? -- Job-embedded Learning: Using Policy Attributes Theory to Guide Effective Professional Development. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Schools as Learning Organizations: Professional Development as a Mechanism for Building School Capacity -- Moving Forward: Professional Development as a Tool for School Reform -- References -- Chapter 6 Instructional Supervision in an Era of High-Stakes Accountability -- Introduction -- A Brief History of Instructional Supervision -- Obstacles and Barriers to Effective Teacher Evaluation -- The Rise of Performance‐based Assessment and Accountability -- Value‐Added Models of Teacher Evaluation -- The Changing Nature of Teacher Appraisal -- Instructional Supervision in Effective Schools -- Conclusion -- Note -- References -- Part II Intent -- Chapter 7 Accountability, Control, and Teachers' Work in American Schools -- Introduction -- Objectives -- Data and Concepts -- Results -- Conclusion -- Acknowledgment -- Notes -- References -- Chapter 8 Coming to Understand the Wicked Problem of Teacher Evaluation -- Introduction -- Teaching and Teacher Evaluation -- Enduring Influences -- Emerging Influences -- Multiple Measures -- Cautions in the Crossroads -- References -- Chapter 9 Discretion and Trust in Professional Supervisory Practices -- Discretion: The Heart of Professionalism -- Professional Learning Communities -- The Role of the Supervisor in PLCs -- Trust: The Foundation of Discretion -- Supervision and the Classic Professional-Bureaucratic Conflict -- Two Realms of Supervision -- Evaluation -- Professional Development -- Discretion and Trust in Supervision -- Discretion, Trust, and Supervisors -- References -- Chapter 10 Managing Collaborative Inquiry for Continuously Better Practice: A Cross-industry Perspective -- Introduction -- Selected Collaborative Inquiry Designs in Education -- Selected Collaborative Inquiry Designs in Medicine -- Some Cross-industry Observations -- Final Thoughts -- Notes -- References -- Part III Process. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Chapter 11 Observation, Feedback, and Reflection -- Introduction -- History and Intent of Classroom Observation and Feedback -- Teacher Experiences with Classroom Observation -- Classroom Observation Models -- Feedback and Reflection -- Building Capacity for Reflective Practice -- Enduring Challenges -- References -- Chapter 12 Teacher Mentoring in Service of Beginning Teachers' Learning to Teach: Critical Review of Conceptual and Empirical Literature -- Review Purposes and Methods -- Functions of Teacher Mentoring -- Conceptions and Practice of Teacher Mentoring -- Contextual Influences on Teacher Mentoring -- Conclusion -- References -- Chapter 13 Peer Coaching in Education: From Partners to Faculties and Districts -- Introduction -- A Tale of Two Learners -- Trying to Learn About How We Learn: Context -- Research on the Question: How Do Teachers Learn? -- Professional Development for In‐service Teachers: First Studies -- A Larger Scale: Using the PDP‐PC Design for District‐wide School Improvement -- Pervasive Study by Teachers and Students -- Whence? -- Notes -- References -- Chapter 14 From Supervision to "Super Vision" A Developmental Approach to Collaboration and Capacity Building -- Theoretical Foundation: Constructive-developmental Theory -- Ways of Knowing in Adulthood -- Learning and Growing Through Collaboration: Four Pillar Practices for Growth and Capacity Building -- Conclusion: Enhancing Educational Supervision Through Collaboration -- Note -- References -- Chapter 15 Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry -- Introduction -- Contextualizing Action Research and Appreciative Inquiry within the Overall Structure of Educational Supervision and Instructional Leadership -- Evolution of Action Research and Appreciative Inquiry as Complementary Approaches to Supervision. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | A Review of Research on Action Research and Appreciative Inquiry Related to Educational Supervision -- A Theoretical Model from which to Understand Action Research and Appreciative Inquiry -- Summary and Future Directions -- Conclusion -- References -- Part IV Enactors of Supervision -- Chapter 16 National Policy/Standards -- Early Federal Involvement -- The Modern Era -- Standards-based Reform -- A New Approach to Leading Schools -- Conclusion -- References -- Chapter 17 Teacher Performance Assessments Mandated During the Duncan Era -- Introduction -- How We Got Here: A Brief History -- Methodology -- Findings -- Recommendations -- References -- Chapter 18 Principal Supervisors and the Challenge of Principal Support and Development -- Introduction -- Defining Supervision -- The Rise of Supervision in Education -- The Role of Supervisors in Supporting Principal Instructional Leadership -- Conclusion: Challenges to Shifting the Supervisory Role -- Summary -- References -- Chapter 19 The Principal Building the Future Based on the Past -- Introduction -- The Perspective of Supervision and Evaluation Framing the Chapter -- Evolving Expectations: The Early Years -- Federal Policy Influence Increases -- A Field in Flux-the 1960s and 1970s -- Policy Federal Influence Continues from 1960 to 1980 -- Teaming, Effectiveness, and Increased Expectations: 1980s and 1990s -- Policy Background: Major Reports Challenge the Status Quo -- Principal as Leader of Leaders: 2000 and Beyond -- Policy Background: Experimentation -- Applying a Change Theory Perspective -- Continuing Trends and Issues -- Summary -- References -- Chapter 20 Necessity Is the Mother of Re-invention Making Teaching Excellence the Norm through Policy and Established Clinical Practice -- SUNY's Role: A Leader in Educator Preparation -- TeachNY: Creating a Collaborative to Make Collective Impact. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Five Areas to Focus on in the Re‐invention of Teacher Preparation -- A Work in Progress -- Conclusion -- Notes -- References -- Part V Outcomes -- Chapter 21 Improving Teacher Practice-based Knowledge: What Teachers Need to Know and How They Come to Know It -- Why Is Practice-Based Learning Central to Teacher Candidates and Practicing Teacher Knowledge Development? -- Inquiry Stance -- Equity and Social Justice -- Pedagogical Content Knowledge -- Conclusion -- References -- Chapter 22 Shaping the School‐wide Learning Environment Through Supervisory Leadership -- Introduction -- Leadership and the School‐Wide Learning Environment -- Learning Climate -- Instructional Capacity -- Implications for Supervisory Leadership Practice -- Summary and Conclusions -- References -- Chapter 23 High-performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision -- Introduction -- Assessing the Trajectory of Teacher Supervision in the American Education System -- Evaluating the Impact of Accountability Movement Policies on Teacher Supervision and Evaluation -- Linkages between Educational Leadership and Student Achievement -- Evaluating the Issue of Equity as an Outcome of Quality Educational Supervision -- Conclusions -- References -- Chapter 24 Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision -- Introduction -- Cultural Shifts -- Critical Pedagogies and Supervision -- Emancipatory Supervision -- Supervisory Identity -- Summary -- References -- Chapter 25 Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision -- Context of Supervision -- Intent of Supervision -- Processes of Supervision -- Enactors of Supervision -- Outcomes of Supervision -- Summary -- References -- Index -- EULA. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Educational leadership-United States-Handbooks, manuals, etc. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ponticell, Judith A. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Zepeda, Sally J. |
| Title | The Wiley Handbook of Educational Supervision |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2018 |
| International Standard Book Number | 9781119128274 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Wiley Handbooks in Education Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5515191">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5515191</a> |
| Public note | Click to View |
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