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كتب وبحوث في الإشراف التربوي
كتب وبحوث في الإشراف التربوي
من طرف قصي في الإثنين أبريل 07, 2008 6:56 am
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.
راشد بن حسين العبد الكريم
مشرف لغة إنجليزية، بوزارة المعارف
المملكة العربية السعودية
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.
راشد بن حسين العبد الكريم
مشرف لغة إنجليزية، بوزارة المعارف
المملكة العربية السعودية
