ERIC Number: ED303906
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: 0
A Comparison of Conferencing Strategies Used in Two Different Supervisory Dyads and the Effects on Teachers' Classroom Management Behaviour.
Grimmett, Peter P.; Crehan, E. Patricia
This paper presents, in five sections, a comparison of conferencing strategies used in two different supervisory dyads and the effects of the strategies on teachers' classroom management behavior. The first section is an overview of a larger study that sought to determine if the improvement of management practices of supervisees is associated with conferencing (principal-led intervention) or with research-verified knowledge about classroom management taught by supervisors trained in conferencing techniques (a "common language" approach). The second and third sections present case studies of each dyad. The first dyad is composed of a high conceptual level (CL) principal interacting with a low CL teacher; the second, of a low CL principal interacting with a low CL teacher. The fourth section compares the two different dyads in terms of the conferencing strategies used by the high and low CL principals, and in terms of the associated effects that were evident in the teacher's classroom management practices. The final section offers some concluding observations about the nature of the dyadic interactions. Findings revealed that a teacher's conceptual level and the role that the teacher's responses play in the dynamic of conference interaction, the principal's knowledge of pertinent content (in the case of this study, classroom management), the principal's ability (or lack thereof) to observe classroom events accurately, the principal's ability to transform a facilitating approach into an enabling one, and certain aspects of organizational life that act as constraints on both principal and teacher enhance or inhibit the teacher's classroom management processes. (JAM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).