ERIC Number: ED218748
Record Type: Non-Journal
Publication Date: 1981-Jun-3
Reference Count: N/A
The Effects of Two Supervisory Focuses on Rating Classroom Situations Based on Six-Minute Videotape Segments.
De Witt, Kilby A.
Literature is reviewed and research is proposed on the supervision of teaching. The literature review on administrative theory in business and education reveals three periods of thought: a period when theories of supervision focused on the producer (the worker or teacher), a period when theories focused on the supervisor-producer relationship, and the present period when theorists stress the teaching process and the product (student behavior). At present, however, teaching supervision in practice concentrates on the teacher and the teaching process, instead of teacher-student interaction. A proposal is put forward to test an interaction-based supervision model. A preliminary survey established that the responding institutions did focus teaching evaluations chiefly on teacher characteristics and teaching styles and methods. The proposed study would survey teachers and supervising principals in 60 schools in Canada and the U.S. and student teachers in one Canadian and one U.S. university. Respondents would rate teachers shown in three videotapes, one videotape showing the teacher, one the students in the same classroom, and one both simultaneously. The research would determine the effects of supervisory focus, classroom efficiency, and the rater's role (principal, teacher, or student teacher) on the ratings. (RW)
Descriptors: Administrator Attitudes, Administrator Role, Educational Theories, Elementary Secondary Education, Foreign Countries, Models, National Surveys, Principals, Research Proposals, Student Teacher Relationship, Supervisors, Supervisory Methods, Teacher Administrator Relationship, Teacher Attitudes, Teacher Supervision, Videotape Recordings
Not available separately; see EA 014 774.
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada