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ERIC Number: EJ862757
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 16
Effective Student Teacher Supervision in the Era of "No Child Left Behind"
Bates, Alisa J.; Burbank, Mary D.
Professional Educator, v32 n2 Fall 2008
This research study addresses the issues and challenges for university supervisors of providing supervisory feedback in the accountability climate of No Child Left Behind. Several findings are detailed in the case below and include the following: (a) Feedback on individual learning needs of students differed between informal written observations and the formal feedback provided on midterm and final evaluations; (b) the supervisor's perception of a teacher candidate's success influenced the degree to which the feedback aligned with performance standards; (c) within the context of culturally and linguistically diverse classrooms, supervisory feedback included attention to individual learning needs when teacher candidates were viewed as successful by the supervisor; and (d) for those candidates who struggled in their teaching, adherence to specific standards took precedence over the individual needs of students in the classroom.
Descriptors: Feedback (Response), Preservice Teacher Education, Federal Legislation, Teacher Supervision, Student Teaching, Portfolio Assessment, Formative Evaluation, Case Studies, Instructional Effectiveness, Supervisory Methods, Student Teacher Supervisors, Accountability, Academic Standards
Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: email@example.com; Web site: http://www.theprofessionaleducator.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001