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ERIC Number: ED303915
Record Type: RIE
Publication Date: 1989-Mar
Pages: 39
Abstractor: N/A
Reference Count: 0
Teachers' Perspectives on Dyadic Supervisory Interaction.
Crehan, E. Patricia; Grimmett, Peter P.
This paper reports on one aspect of a larger study that investigated the effects of supervisors' intervention on teachers' classroom management practices. The paper examines the interactive responses of high- and low-conceptual-level teachers in four different supervisory dyads as they conference with their principals in an attempt to ascertain whether their dyadic interaction is associated in any way with the outcomes of the conference. The first dyad is composed of a high-conceptual-level (CL) teacher interacting with a low-CL principal; the second, of a high-CL teacher interacting with a moderate-CL principal; the third, of a low-CL teacher interacting with a high-CL principal; and the fourth, of a low-CL teacher interacting with a low-CL principal. The larger study ascertained whether effective clinical supervision requires high-conceptual-level principals who practice particular process strategies as they conference with teachers, or whether the mere acquisition of researched-based content knowledge is sufficient to effect improvement in teachers' classroom management performance. Case study observational techniques comprised the research methodology. Findings suggest that the conditions necessary to produce a successful classroom management outcome require principals and teachers to find a common language through which to communicate based upon an appropriate match between high- and low-conceptual-level principals and teachers. (JAM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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 (San Francisco, CA, March 27-31, 1989).