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Supervision: A Redefinition, by Thomas Sergiovanni, Robert Starratt, Vincent Cho
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The ninth edition of Supervision: A Redefinition is a research-based guide to the practice of supervision that aims to clarify the major challenges teachers and supervisors face within the policy context; focus on essential, foundational understandings that feed the integrity of teaching and supervision; and explore the complexities of the practice of supervision and teaching which supervisors must deal with. The 9th edition re-defines supervision once again in light of the complex demands being placed on principals and central office administrators, while continuing to emphasize the book’s original theme of human perspectives.
Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect� is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following:
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• The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping.
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- Sales Rank: #701266 in Books
- Brand: Brand: McGraw-Hill Humanities/Social Sciences/Languages
- Published on: 2013-03-14
- Original language: English
- Number of items: 1
- Dimensions: 9.20" h x .60" w x 6.30" l, 1.00 pounds
- Binding: Hardcover
- 216 pages
- Used Book in Good Condition
About the Author
Vincent Cho is Assistant Professor of Educational Leadership at the Lynch School of Education at Boston College. He received his master’s degree from the University of Houston as a member of its Urban Principals Program. He completedhis Ph.D. in Educational Policy and Planning at The University of Texas at Austin. His dissertation and journal publications have addressed issues around technologies, school practices, and district policies that support data use.
Thomas J. Sergiovanni is Lillian Radford Professor of Education and Administration in Trinity University, San Antonio, Texas. He received his BS degree (1958) in elementary education from the State University of New York, Geneseo; his MA degree (1959) in educational administration from Teachers College, Columbia University; and his Ed.D. degree (1966), also in educational administration, from the University of Rochester. Sergiovanni also holds the Doctor of Humane Letters degree from the University of San Diego and the Doctor of Humane Letters degree from the State University of New York. From 1958 to 1964, he was an elementary school teacher and science consultant in New York state and taught in the teacher education program at the State University of New York, Buffalo. In 1966, he began nineteen years on the educational administration faculty at the University of Illinois, Urbana-Champaign, where he chaired the department for seven years. At Trinity University, Sergiovanni teaches in the school leadership program and in the five-year teacher education program. He is senior fellow at the Center for Educational Leadership and the founding director of the Trinity Principals' Center. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of the Journal of Personnel Evaluation in Education, , Catholic Education: A Journal of Inquiry and Practice and Schools: Studies in Education. Among his recent books are Moral Leadership: Getting to the Heart of School Improvement (1992), Building Community in Schools (1994), Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (1996), Rethinking Leadership (1999), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Leadership: What's In It For Schools (2001), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005) and The Principalship: A Reflective Practice Perspective, 5E (2006)
Robert J. Starratt is Professor and Program Director in Educational Administration at the School of Education of Boston College. He received his Masters degree in Philosophy from Boston College, his Masters degree in Education from Harvard University, and his Doctor of Education degree from the University of Illinois, specializing in administration and curriculum theory. He has written extensively about educational leadership and the process of change. His recent books include: The Drama of Schooling/The Schooling of Drama, The Drama of Leadership, Building an Ethical School, and Transforming Educational Administration.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Decent Source, Horrid Price
By J. Marts
Overall, I thought this was a good book for supervision. It was mostly easy to read and the chapters weren't terribly long. Some of the questions after each chapter were great and thought-provoking; others made me feel like it was stretching. "Ask a few teachers you're comfortable with about evaluation..." These are not conversations I am comfortable talking with my colleagues about.
There were also times when the authors just threw in a bunch of jargon that made my head spin. Those were the times I thought and now it's time to stop, I don't care if I'm mid-chapter. Most of it was an easy read, so I don't understand why an entire paragraph would have SAT and LSAT words to describe "you want the students to learn from their past." If they said it once, they can say it again.
I'm glad my professor provided additional materials and required more applicable assignments, but this is a good source to have.
But NOT for the price I paid!!! Even the professor was appalled but was required to have a book for the course.
0 of 0 people found the following review helpful.
Good book but expensive
By Patricia A. Stott
This book is required for a class I am taking. it is well written and concise, however it is a very thin book and cost $170... ridiculous!
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