Supervision : A Redefinition Thomas J Sergiovanni.
Series: SupervisionPublisher: [S.l.] : McGraw-Hill Humanities/Social Sciences/Languages, 2002Edition: 7th edDescription: 350 p. ; 24 cm. HBISBN: 0072406631; 9780072406634DDC classification: 371.2030973 SER 2002 Online resources: Amazon.com | Amazon customer reviews Summary: First published in 1971 and now the best known book in the field, Supervision: A Redefinition continues to be the leading text for combining an in-depth view of theory and research for supervision with practical applications. The Seventh Edition continues a thirty-year tradition of breaking new ground by continuously redefining the field of supervision in response to changing school contexts, policies, and realities. The practical applications are supported by a conception of supervision as moral agency. The book continues to promote a new vision, or redefinition, of supervision from that of a top-down activity performed by higher-ups in the school hierarchy, to one in which supervision is a shared activity involving all stake-holders in the school including teachers, administrators, and parents. The book sees schools as communities rather than organizations, and emphasizes the student-teacher relationship rather than bureaucratic functions.| Item type | Current location | Home library | Collection | Shelving location | Call number | Status | Date due | Barcode | Item holds |
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Central Library (CL) | Central Library (CL) | NFIC | General Stacks | 371.2030973 SER 2002 (Browse shelf) | Available | NBSD-541 |
Hardcover.
First published in 1971 and now the best known book in the field, Supervision: A Redefinition continues to be the leading text for combining an in-depth view of theory and research for supervision with practical applications. The Seventh Edition continues a thirty-year tradition of breaking new ground by continuously redefining the field of supervision in response to changing school contexts, policies, and realities. The practical applications are supported by a conception of supervision as moral agency. The book continues to promote a new vision, or redefinition, of supervision from that of a top-down activity performed by higher-ups in the school hierarchy, to one in which supervision is a shared activity involving all stake-holders in the school including teachers, administrators, and parents. The book sees schools as communities rather than organizations, and emphasizes the student-teacher relationship rather than bureaucratic functions.
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