Lessons from the Past: Ideas from Supervision Books Published from 1920 through 1950

Autor/in	Gordon, Stephen P.
Titel	Lessons from the Past: Ideas from Supervision Books Published from 1920 through 1950
Quelle	In: Journal of Educational Supervision, 3 (2020) 2, S.51-82, Artikel 4 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational History; Supervision; Books; Book Reviews; Teacher Supervision; Teacher Evaluation; Supervisory Methods; Supervisors; Teacher Effectiveness; Scores; Cooperating Teachers; Ethics; Action Research; Curriculum Development; Testing; Democracy; Instructional Improvement; Teacher Leadership; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Book; Buch; Monographie; Monografie; Book reviewing; Book review; Rezension; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ethik; Projektforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Testdurchführung; Testen; Demokratie; Unterrichtsqualität; Lehrerfunktionsstelle
Abstract	By understanding its past, a field of study and practice can better understand its present and improve its future, yet the field of educational supervision has done very little to document or contemplate its history. In this paper, 10 books on supervision published from 1920 through 1950 are reviewed, including books by Nutt (1920), Burton (1922), Crabbs (1925), Barr and Burton (1926), Nutt (1928), Kyte (1930), Barr (1931), Rorer (1942), Barr, Burton, and Brueckner (1947), and Wiles (1950). The discussion of each book is organized into three parts. First, the author discusses a concept from the book that he believes should be "retained," meaning the concept should continue to be discussed and acted upon. Second, the author reviews a concept no longer valued or utilized that he argues should be revived in order to improve present-day supervision. Third, the author describes a concept discussed in the book under review that he maintains should be "reproved" as a negative influence on the field. The reader is urged to review historical literature on supervision and form her or his own perspectives on the value of historical concepts to modern supervision. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01