Action Research as Instructional Supervision: Suggestions for Principals

Supervision based on collaboration, participative decision making, and reflective practice is the hallmark of a viable school improvement program that is designed to promote teaching and learning. Action research has gradually emerged as an important form of instructional supervision to engage teach...

Full description

Saved in:
Bibliographic Details
Published in:NASSP bulletin 2005-06, Vol.89 (643), p.17-27
Main Author: Glanz, Jeffrey
Format: Article
Language:English
Subjects:
Academic achievement
Action Research
Case Studies
Clinical Supervision (of Teachers)
Educational Environment
Educational Facilities Improvement
Educational leadership
Educational Research
Educational Strategies
Guidelines
Instructional Improvement
Intellectual History
Learning
Participative Decision Making
Principals
Professional development
Program Effectiveness
Program Implementation
Reflective Teaching
School principals
School Supervision
Teacher supervision
Teaching Methods
Transformational Leadership
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Supervision based on collaboration, participative decision making, and reflective practice is the hallmark of a viable school improvement program that is designed to promote teaching and learning. Action research has gradually emerged as an important form of instructional supervision to engage teachers in reflective practice about their teaching and to examinefactors that aim to promote student achievement. This article examines supervision as it has evolved and moved toward action research advocacy and presents two case studies that show how action research improves teaching and learning. Practical guidelines for implementing action research as instructional improvement are provided for principals.
ISSN:0192-6365
1930-1405
DOI:10.1177/019263650508964303