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ERIC Number: EJ1104170
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0013-1172
Professional Development through Clinical Supervision
Farhat, Amal
Education, v136 n4 p421-436 Sum 2016
Studies have shown that clinical supervisory practices result in implementation of new skills in teachers' classroom performance. This study examines the impact of two clinical supervisory cycles on teachers' performance in classroom management. Multiple data collection tools were used to determine the impact of clinical supervisory interventions on teachers' performance in selected classroom managerial skills. Qualitative and quantitative data were collected before, during and after each of two full clinical cycles conducted including three classroom observations. All data were assembled and cross-checked for purpose of triangulation. Comparisons revealed that the clinical interventions had an impact on the teachers' implementation of new skills pertaining to classroom management. Findings also revealed statistically significant gain scores between first and second observations, and between first and third observations. Study results have implications for professional development that enhances and implements theoretical knowledge by the application of clinical supervision.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A