ERIC Number: ED401642
Record Type: RIE
Publication Date: 1996-Oct
Reforming Schools through Changed Supervisory Practices: One Superintendent and One Principal at a Time.
Pearce, Harriet A.; Arredondo, Daisy E.
Reflective practice in professional education stands in sharp contrast to the assumptions underlying the more commonly used traditional supervisory models. This paper presents findings of a study that examined administrator use of a reflection-on-action process to build a climate of reflection and dialogue. Methodology included a case study of one superintendent and one elementary principal in a small rural school district. Data were gathered through a review of participants' journals; interviews with staff, the superintendent, and the principal; a review of the superintendent's daily log; and audiotapes of superintendent-principal interaction. The findings support the assumption that reflection through structured dialogue and journal writing can be effectively learned as processes and used to improve administrator supervision through changing interactions. The data illustrated the administrators' continual struggles as they confronted the discrepancies between their espoused beliefs and actual behaviors. Two tables are included. (Contains 14 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (10th, Louisville, KY, October 25-27, 1996).