Bibliography: Surveillance Education (page 79 of 81)

This annotated bibliography is compiled and customized for the Whistleblower Defense website.  Some of the authors featured on this page include Susan Omilian, Laurel N. Tanner, Kathryn A. Riley, Desmond L. Nuttall, Maureen Murphy, Barbara Parks, TN. Oak Ridge National Lab, Robert L. Brent, Wanda Harris, and Jeffrey Glanz.

Parks, Barbara; Omilian, Susan (1989). AIDS in Connecticut: Recommendations for a State Policy Response. Report to the Governor's Human Services Cabinet to Governor William O'Neill. The first part of this five-part report on Acquired Immunodeficiency Syndrome (AIDS) in Connecticut defines the public health challenge presented by AIDS and describes the roles of community-based AIDS organizations, the Connecticut state government, and the Governor's Human Services Cabinet in addressing that challenge. Part II, "The AIDS Problem in Connecticut," presents statistics on AIDS in the state and looks at transmission categories, the distribution of cases by locality, trends in the rate of increase, the prevalence of infection, AIDS in minorities, variation by age, AIDS in children, and projections. Part III, "Human Needs in the AIDS Epidemic," considers the roles of education and intervention in preventing the spread of human immunodeficiency virus (HIV) infection; examines the delivery of health care and social services; looks at the financing of AIDS-related care; and discusses AIDS counseling and testing, surveillance, confidentiality, discrimination, and infection control. Part IV, "AIDS Policy Principles and Recommendation for State Action," presents principles and recommendations in the areas of concern identified in part III. Part V, "Connecticut State Government Response to AIDS," presents summaries of AIDS-related activities conducted through January 1, 1989 by numerous Connecticut state agencies. Appendices comprising about half of the document contain tables and figures, a summary of testimony at the public forums on AIDS, state personnel guidelines, the State Board of Education guidelines, the Centers for Disease Control guidelines, and a report to the General Assembly by an AIDS task force.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Government Role, Public Health, State Action

Association for Education in Journalism and Mass Communication. (1990). Proceedings of the 1990 Annual Meeting of the Association for Education in Journalism and Mass Communication (73rd, Minneapolis, Minnesota, August 1-4, 1990). Part III: Mass Media Studies. The mass media studies section of the proceedings includes the following 13 papers: "Say What?: Broadcasters' Use of Political Broadcast Regulation" (Elizabeth Krueger and Kimberly Corrigan); "Comparing Broadcaster Self-Reports to the Perceptions Viewers Have of Televsision Advertising: An Exploratory Study in One State" (Jan LeBlanc Wicks); "Assessing Multichannel Media Industry Competitiveness and Performance–Toward an Intra-Industry Strategic Competition Model" (Sylvia M. Chan-Olmsted); "Comparison of Sources of Information for Black State Legislators" (Daniel Riffe); "How Television Audiences Cumulate: An Examination of Reach and Frequency Using People Meters" (David Kamerer); "Research from Beginning to End: Linking Local Television News Practices to the Audience via Information Processing Theory: A Three Station Case Study" (Robert J. Synder); "The Relationship between Involvement and Medium in News Information Processing" (Robert H. Wicks); "Graphic Forms in Network Television News" (Joe S. Foote and Ann C. Saunders); "VCR Attitudes and Behaviors by Length of VCR Presence" (Bruce C. Klopfenstein and others); "The Video News Release: An Analysis of the Development of an Information Subsidy" (Michael Murrie); "Issue and Image Distinctions and Their Relationships to Structure and Content of Political Advertisements for 1988 Presidential Candidates Bush and Dukakis" (Anne Barton White); "Local Government Surveillance and Evaluations of Local Elected Officials: A Comparison of Newspaper, Television, and Mixed-Media Users" (Arthur G. Emig); and "Analysis of Visual Reference Associations in Television News Coverage of the 1988 U.S. Presidential Election Campaign" (Jeffrey Alan John). Descriptors: Advertising, Audience Awareness, Blacks, Broadcast Television

Brent, Robert L. (1982). Birth Defects. Matrix No. 2. This report discusses the magnitude of the problem of birth defects, outlines advances in the birth defects field in the past decade, and identifies those areas where research is needed for the prevention, treatment, and management of birth defects. The problem of birth defects has consumed a greater portion of our health care resources because of the reduction of infectious diseases and our ability to salvage and care for many malformed children. These health care costs are estimated conservatively at $20 billion per year. For every 1000 live births, 130 have genetic or anatomical defects. A genetic etiology accounts for 25 per cent of anatomical defects. The largest group of defects (65 per cent) is believed to be polygenic or multifactorial in origin. Contrary to the notion that the main causes of birth defects are environmental agents such as drugs, chemical, and/or ionizing radiation, information gathered in the last 20 years indicates that these environmental agents account for only 10 per cent of birth defects. During the past decade, a greater prevention of birth defects has resulted from epidemiologic surveillance, better management of maternal medical disorders and obstetric and neonatal factors, greater understanding of the role of environmental factors and genetic diseases, insights obtained from psychosocial observations, and legal and ethical opinions. However, although much has been achieved during the last decade, many areas still need to be investigated. The improved management of maternal disease states and the development of vaccines or effective treatment of intrauterine infections are areas for maximal investment of future resources.   [More]  Descriptors: Congenital Impairments, Diseases, Environmental Influences, Genetics

Tanner, Laurel N., Ed. (1981). Papers of the Society for the Study of Curriculum History. The 13 papers that comprise this collection were, with certain exceptions, presented at the first and second annual meetings of the Society for the Study of Curriculum History. Papers by the society's members, who attempt to achieve more disciplined inquiry into the history of curriculum, include: (1) "What We Can Learn from Our Experiences with the Deweyan Tradition" (Arthur G. Wirth); (2) "Conceptualizing Method: A History" (Mary Louise Seguel); (3) "Educational Control for Crazy-Making: Notes Toward an Alternative" (Arthur G. Wirth); (4) "FBI Surveillance of Three Progressive Educators: Curricular Aspects" (Murry R. Nelson and H. Wells Singleton); (5) "The Progressive Malaise of Revisionist Historians–As Seen by a Progressive" (R. Freeman Butts); (6) "The Revisionist Historians and Educational Practice" (Hollis L. Caswell); (7) "The Revisionist Historians and Educational Theory" (J. Paul Leonard); (8) "Progressives and Revisionist History" (Paul C. Violas); (9) "Curriculum History: Flight to the Sidelines or Source of New Vitality?" (R. V. Bullough, Jr.); (10) "Conceptions of Curriculum History" (J. Stephen Hazlett); (11) "An Elusive Quarry: On the Trail of Curriculum History" (O. L. Davis, Jr. and George L. Mehaffy); (12) "Research into the Curriculum, 1918-1938: Highlights of the Work of the First Generation" (Kate Strickland); and (13) "Richmond and Berkeley: Paradigms for Curriculum Innovation at the Turn of the Century" (Murry R. Nelson and H. Wells Singleton). An introduction by the papers' editor, Laurel N. Tanner, gives brief overviews of the Society for the Study of Curriculum History and of the papers contained in this document. Descriptors: Curriculum Development, Curriculum Evaluation, Curriculum Research, Educational Change

Charters, W. W., Jr. (1980). Individualism and Collectivism: Teacher Sense of Autonomy in the Multiunit Elementary School. Building on previous investigations of the effects of team-organized instructional arrangements on elementary school teachers' sense of autonomy, this report reexamines data from 14 multiunit schools which still retained the team instructional plan at the end of the second year of implementation. Indicators measured were interdependent teaching arrangements, unit activeness (i.e., the extent to which members of a teaching unit assumed collective responsibility for management tasks) and principal and teacher-group influence. The central question the study sought to answer was why prior investigations of multiunit schools had failed to find marked declines in autonomy indexes as a result of the introduction of the plan. Three lines of inquiry were pursued. The first concerned the possibility that teachers in more active units, in schools where the plan had proceeded furthest, would be likely to suffer greater autonomy loss than those in units less affected by the innovation; however, this hypothesis was not supported. Next investigated was the possibility that the multiunit plan could bring to some high status teachers a central role in governing the work of the team and hence a high degree of autonomy that would cancel out autonomy losses among the rank and file; again, results were negative. The third inquiry concerned the possibility that with the development of a significant collegial group, teachers could gain autonomy enhancing benefits from the group that would offset the loss of freedom associated with collective control of teaching. The findings here indicated that autonomy feelings were the result of countervailing forces–an autonomy-depressing force associated with team control of classroom decisions or principal's surveillance, and an autonomy-enhancing force emanating from the ability of teacher groups to influence the educational affairs of the school. The tentative conclusion of the study is that teachers' feelings of autonomy did not decline in the multiunit schools primarily because such feelings were attached less strongly to the actual work relations among teachers than they were to the school's power and authority relations. Two reference pages and research measures are appended. Descriptors: Comparative Analysis, Concurrent Validity, Elementary Education, Instructional Innovation

Garbarino, James; Vondra, Joan (1983). Intervention in Child Maltreatment. The prevention of child abuse is bound up in the joining together of social nurturance and social control, which flow directly from the concept of support systems. Families involved in maltreatment are likely to be cut off from prosocial support systems. In contrast to psychiatric approaches, more recent behavioristic methods concentrate on parents' specific caregiving practices. Intervention efforts must move beyond the family by enlisting the services of individuals and groups who help to create the family's social context. Methods of alerting children as well as their parents to available community resources are of vital importance. Many factors spell the difference between the ideal and the reality of day to day delivery, including social stigma, cost benefit, and cost effectiveness. Continuing community support is the key to improved family functioning. Successful support programs should accomplish five goals: (1) improving the social skills of the parent; (2) enlarging the resource base of the parent's social network; (3) enhancing the prosocial orientation of the network by linking the parent to mainstream community values and institutions; (4) reducing the degree to which the parent is a resource drain on the network; and (5) providing greater positive surveillance of the family. Four major program models currently in use are family support programs for high risk mothers, family-centered childbirth, directed self-help groups, and community efforts to provide more nurturance and feedbck to families. These approaches emphasize social support and social control with varying degrees of voluntarism on the client's part. The protective function of parents' privacy must also be considered. Descriptors: Child Abuse, Community Support, Delivery Systems, Family Problems

Harris, Wanda (1986). Perceptions of Newspapers by Student and Non-Student Readers. A study examined the readership habits and gratifications of southern Illinois student and non-student newspaper readers. The study involved the "Southern Illinoisan," a privately owned regional newspaper, and the "Daily Egyptian," a student-operated newspaper. Other papers included the "Chicago Tribune," the "St. Louis Post-Dispatch," and the "St. Louis Globe-Democrat." Data were collected in a telephone questionnaire of 408 residents of the Carbondale, Murphysboro, and DeSoto areas. Included in the questionnaire for the study were sections on parts of the paper used by readers and a section on why people read the newspaper. Other sections of the questionnaire included readership contrast questions on 16 content items involving news, advertising, and quality of the papers.  Demographic data were also collected. The results indicated that student and non-student readers differ greatly in the parts of the newspaper they use, the gratifications they seek, and the way they perceive the newspaper. Students were more interested in world events, while non-students were more interested in local government plans and statistics. Student readers of all papers rated entertainment news, news of the Southern Illinois University (Carbondale campus), and movie reviews higher than did non-student readers, while student readers of the "Southern Illinoisan" rated discount coupons and classified advertising higher than did non-student readers. The single most important perception difference between student and non-student readers involved reading for more details: students felt reading for more details was part of a surveillance dimension, while non-students felt it was part of the personal enjoyment dimension. (Tables of data are included.) Descriptors: Adults, College Students, Comparative Analysis, Higher Education

Riley, Kathryn A., Ed.; Nuttall, Desmond L., Ed. (1994). Measuring Quality: Education Indicators–United Kingdom and International Perspectives. Nationally set indicators of performance have increasingly become a medium for exercising choice and decision making in the new education market place. Contributors to this book suggest that such a framework is not unproblematic. This book offers some insights into the general debate about performance indicators in education. It explores the background of the debate; the differing perspectives of policy makers and practitioners; and the purposes, audiences, and values of education indicators, both in the United Kingdom and international context. The chapters focus on four major themes: why policy makers require information about performance; how such information relates to national contexts; the limitations of performance measurement; and the challenges in applying such information at the district level. Chapters include the following: (1) "The Framework" (Kathryn A. Riley and Desmond L. Nuttall); (2) "Education Indicators: Officials, Ministers, and the Demand for Information" (Alan Ruby); (3) "Choosing Indicators" (Desmond L. Nuttall); (4) "How Indicators Have Been Used in the USA" (Ramsay Selden); (5) "Quality, Surveillance and Performance Measurement" (Kieron Walsh); (6) "Performance Indicators: Flourish or Perish?" (John Gray and Brian Wilcox); (7) "Following the Education Indicators Trail in the Pursuit of Quality" (Kathryn A. Riley); (8) "A Role for Parents, Students, and Teachers in School Self-Evaluation and Development Planning" (John MacBeath); and (9) "Measuring Performance–National Contexts and Local Realities" (Kathryn A. Riley and Desmond L. Nuttall). Notes on contributors and an index are included.   [More]  Descriptors: Accountability, Educational Assessment, Educational Policy, Educational Quality

National Education Goals Panel, Washington, DC. (1991). Measuring Progress toward the National Education Goals: Public Testimony, Volume 3. Summary of Testimony on Measures for Future Progress Reports. Patterns in general comments from public testimony and proposed future indicators (PFIs) presented at the National Education Goals Panel (NEGP) Regional Forums concerning recommendations by the six NEGP Resource Groups (RGPs) are outlined. The RGP recommendations focus on ways of measuring/monitoring the nation's/states' progress toward meeting the President's and governors' six national education goals. Between April 12 and May 17, 1991, eight governors conducted NEGP Regional Forums, during which NEGP RGP representatives presented their preliminary recommendations about each goal, heard public comments, and provided each RGP with feedback. The NEGP also held forums at the April meetings of two national organizations. PFIs for Goal 1 (readiness for school) include: a school entry form, a health screening form, and an in-school assessment profile. PFIs for Goal 2 (high school completion) include a national student data reporting system. PFIs for Goal 3 (student achievement and citizenship) include a national standards and student assessment system. PFIs for Goal 4 (science and mathematics) include: continued enhanced participation in the International Assessment of Educational Progress and the International Assessment of Educational Achievement, continued use of the National Assessment of Educational Progress, and collection of data on policies and use of state curriculum and professional teaching standards. PFIs for Goal 5 (adult literacy and lifelong learning) include: strengthening and expanding use of the National Adult Literacy Survey (NALS), creating target scores for NALS performance, and using data produced by the Commission on Achieving Necessary Skills. PFIs for Goal 6 (safe, disciplined, and drug-free schools) include: continued use/expansion of the Monitoring the Future student survey for the National Institute of Drug Abuse and the Youth Risk Behavior Surveillance System, encouragement of good local data collection, and use of "super" indicators. Descriptors: Academic Standards, Advisory Committees, Annual Reports, Educational Assessment

Oak Ridge National Lab., TN. (1989). Proceedings of the Symposium on Training of Nuclear Facility Personnel (8th, Gatlinburg, Tennessee, April 24-27, 1989). Education-related titles among the 56 papers are "Panel Discussion: Plant Expectation of Training" (Sellman, Zach, Cross); "Managing Training AT&T" (Solomon); "Training Management Systems" (Waylett); "Managing the Training Function" (Wiggin); "Training Management" (Newton); Three Alternative Simulation Systems for Training Nuclear Power Plant Personnel" (Roman, Hine, Yeh); "Simulator Instructor Training" (Swander); "Panel Discussion: A New Performance-Based Exam Program for Licensed Reactor Operators" (Cooley, Guenther, Tipton); "Team Skills Training" (Coe, Carl, Jr.); "Lessons Learned from Three Years of Operator Team Skills Training" (Harrington); "Frustration, Challenge, and Victory of Team Building" (Brown); "Developing a Systematic Approach to Team Training for Emergency Response Personnel" (Derrer); "Relating Quality at Work to Quality at Home" (Hajek, Billings); "Changing Organizational Cultures" (Widen, Cowell); "Performance-Based Training for Quality Surveillance Personnel" (Edelman); "Application of Quality Principles to Training of Quality Assurance Audit Personnel" (Glasses, Espy); "Personnel Development Program" (Patrilla, Holden); "Using Computer-Based Training to Facilitate Radiation Protection Review" (Abercrombie, Copenhaver); "Computer-Based Training State of Art System" (McCauley, Weseman); "Indoctrination: Using Interactive Video to Teach Attitudes and Knowledge in General Employee Training" (Smigelski); "Managing Instructor Training to Achieve Excellence" (Norton); "Management of Training" (Mooney, III); "Use of Statistics to Monitor Quality in Training" (Helin, Gardner); "Feasibility of Quantitative Performance Measures for Evaluating Nuclear Power Plant Operators" (Carter, Connelly, Krois); "Adult Learning Techniques in Maintenance Training" (Roush); "Role of Environmental Qualification Training in Nuclear Plant Maintenance" (Krantz); "Evolution of Technician and Maintenance Training" (Clifton); "Radiation Monitoring Training System" (Boudreaux); "Motivation Is an Attitude" (Mannering); "Evaluating Learning Strategies in Operator Training Programs" (Quinlan); "Development and Implementation of Quality Based Team and Diagnostic Skills Training at the Advanced Test Reactor" (Peterson); "Degree Education, On-Site, On-Line, and On-Time" (Mueller, Janke, Fisher); "Developing a Performance-Based Retraining Program for the Advanced Test Reactor (ART) Reactor Operators and Supervisors" (Betz); "Simulator Application in a Nuclear Technology Degree Program" (Sherrard, Burchill); and "Managing Training to Maximize Employee Articulation" (Rockwell).   [More]  Descriptors: Adult Education, Certification, Competency Based Education, Computer Assisted Instruction

Murphy, Maureen; Singer, Alan (1996). Preparing Student Teachers to "Cross" the Cross Island Parkway. The Cross Island Parkway divides the New York City borough of Queens from suburban Nassau County. Surveillance patrols in several Nassau communities observe families who are suspected of living in Queens and illegally registering their children in Nassau schools. This report describes a preservice, urban teaching program at Hofstra University, a private university in Nassau County whose students are largely products of white, middle-class, suburban, racially and ethnically segregated schools and school districts. Journal excerpts from secondary education student teachers during their teaching experience in urban settings and some results from a survey of former students who either student taught or were currently teaching in urban settings are presented. There were two main findings from the survey: Student teachers and teachers who made a conscious choice to work in urban communities made this choice because they had a sense of mission that directed and sustained them; their reasons ranged from personal to religious to political. Second, they were able to draw on personal experiences that made it possible for them to identify with other people who had been stereotyped by society or who experienced social rejection. Excepts from three student journals are presented to illustrate survey results. The key to the case illustrations is the way these student teachers learned about themselves during their student teaching experience. They were able to connect experiences in their own lives with the experiences of their students; they saw themselves learning from their students; they received a sense of fulfillment both from teaching and from the relationships they developed. They saw themselves engaged with their students in a struggle against social and educational injustice.   [More]  Descriptors: Cultural Differences, Higher Education, Minority Groups, Preservice Teacher Education

Kaufman, Mildred, Comp. (1985). Demystifying Data: Data Use in State and Local Public Health Nutrition Programs–Measuring Achievement of the 1990 Health Promotion/Disease Prevention Objectives for the Nation. Proceedings of the Continuing Education Conference for the Association of State and Territorial Public Health Nutrition Directors and Association of Faculties of Graduate Programs in Public Health Nutrition (Chapel Hill, North Carolina, May 21-24, 1985). This document contains the proceedings from the Conference of State and Territorial Public Health Nutrition Directors and Faculties of Graduate Programs in Public Health Nutrition designed to improve participants' proficiency in data management. It includes an introduction by Mildred Kaufman, a conference agenda, and the following presentations: (1) "Demystifying Data" (Jerianne Heimendinger and Judith Brown); (2) "Nutrition Services in State and Local Public Health Agencies–1985 Preliminary Report of State Survey" (Mildred Kaufman); (3) "Objectives for the Nation: Where Are We in 1985?" (J. Michael McGinnis); (4) "Data Needs To Measure State and Local Program Accomplishments within the Context of Monitoring the Objectives for the Nation" (Mary Peoples-Sheps); (5) "Available National Health and Nutrition Data Bases Useful for Nutrition" (Mary Grace Kovar); (6) "Use and Availability of National Health and Health and Nutrition Examination Survey (NHANES)" (Robert Murphy); (7) "USDA'S National Nutrient Data Bank and Nationwide Food Consumption Surveys" (Betty Peterkin); (8) "Association of State and Territorial Health Officials Foundation Reporting System" (Sue Madden, Mary Beth Kough, and Emily Brandenfels); (9) "Open Forum for Participants and Speakers–Question/Response" (Molly Graber); (10) "The North Carolina Approach to Using Data for Community Diagnosis and Program Development" (Charles Rothwell); (11) "Current Status of 1985 Recommended Dietary Allowances and Potential Uses for Setting Public Health Nutrition Policy" (Henry Kamis); (12) "Met and Unmet Data Needs in Nutrition Status Monitoring: Where Are We from the National Perspective?" (Grace Ostenso); (13) "State-Centers for Disease Control Partnerships–CDC Nutrition Surveillance Systems" (Frederick Trowbridge); (14) "Effective Application and Utilization of Data Available for Program Management" (Sheryl Lee and Faye Wong); (15) "Turning Data into Gold" (Susan Foerster); (16) "Private Sector Resources" (J. Michael McKechnie); (17) "Public Sector Resources for Financing Nutrition Services" (Claude Earl Fox and Agnes Hinton); and (18) "Turning Data into Gold" (Jeffrey Taylor). Observations from state and local health agencies are given by Janice Dodds (New York), Nancy Robinett-Weiss (Texas), and Katherine Cairns (St. Paul/Ramsey County, Minnesota). A section on Work Group Reports: Measuring Achievement of the 1990 Health Promotion/Disease Prevention Objectives for the Nation at State and Local Levels includes reports in nine areas of health promotion. Concluding remarks, lists of program participants, and 55 figures are included.   [More]  Descriptors: Data Processing, Database Management Systems, Databases, Futures (of Society)

Palfreyman, David, Ed.; Warner, David, Ed. (1998). Higher Education and the Law: A Guide for Managers. This collection of papers on legal issues and problems for higher education in the United Kingdom is organized into seven parts which address: (1) contexts, (2) governance, (3) the higher education institution and its staff and students, (4) the higher education institution and its academic activity, (5) the higher education institution as a business, (6) the higher education institution and its property, and (7) consequences. Following an introductory paper by the editors, the included papers are: "What Is a Higher Education Institution as a Legal Entity?" (Nicola Hart); "Governance in an Era of Accountability and Potential Personal Liability" (John Hall and Oliver Hyams); "Charity Trusteeship: Unlimited Personal Liability, Again?" (Emma Chamberlain); "The Law of Meetings" (David Palfreyman); "The Higher Education Institution-Student Contract" (Simon Arrowsmith and Nicola Hart); "The Regulation of the Community: Student Discipline, Staff Discipline, Grievances and Harassment Codes" (Simon Arrowsmith); "Disputes I: The Role of the Visitor in the Chartered Institutions" (David Isaac); "Disputes II: The Scope for Judicial Review in the Statutory Institutions" (Paul Pharoah); "Intellectual Property, Copyright and Trade-Marks" (Alasdair Poore); "The Internet: A Modern Pandora's Box?" (Stephen Dooley); "Trading Companies" (John Boardman); "Mergers and Acquisitions" (Simon Arrowsmith); "Franchising" (Nigel Sternberg and Michael Smith); "The Private Finance Initiative" (Tim Costello); "The Legal Status of the Students' Union" (Ian Leedham); "Security: Surveillance, Trespass, 'Reasonable Force' and 'Clamping'" (Catriona Webster); "Houses in Multiple Occupation and What Is a 'House'?" (Sharon Ranouf); "The Implications for Higher Education Institutions of the Disability Discrimination Act 1995" (Daff Richardson); "A Guide to Litigation" (Jonathan Leslie); and "The Impact of European Law" (Euan Templer, Joss Saunders, and Philip Turpin). (Individual papers contain references.) Descriptors: College Administration, Court Litigation, Educational Legislation, Foreign Countries

Freund, Peter (1998). The Eye in the Object: Identification and Surveillance in Samuel Beckett's Screen Dramas, Journal of Film and Video. States that the twofold question for many film and video makers has been how to elicit the viewer's identification with the screen composition and what specific psychological, cultural, and political significance to give it. Finds that the playwright, Samuel Beckett, addressed this question in two films, "Film" and "Eh Joe." Discusses the films. Descriptors: Film Criticism, Films, Identification (Psychology), Imagery

Glanz, Jeffrey, Ed.; Neville, Richard F., Ed. (1997). Educational Supervision: Perspectives, Issues, and Controversies. Educational supervision has historically sought to improve the quality of teaching. This book is a text for undergraduate and graduate students who are engaged in the study of issues in educational supervision; it is a compendium of informed commentaries on current issues written by prominent scholars in the field. The first part (12 chapters) presents contrasting viewpoints on critical issues in the field of educational supervision. Each topic is preceded by a brief summary of its essential argument and by a series of guiding questions. The chapter closes with a series of review questions and a series of questions for further research. The argument in favor is presented first, followed by the dissenting argument. Chapters and their corresponding issues include: (1) "Should Supervision Be Abolished?" (Robert J. Starratt, Robert J. Alfonso); (2) "Can We Put Back the S in ASCD [Association for Supervision and Curriculum Development]?" (Jean McClain Smith and Barbara S. Thomson, Robert J. Krajewski); (3) "Do Teachers Benefit from Supervision?" (Lee Goldsberry, Duncan Waite); (4) "Is the Estrangement Between Curriculum and Supervision Reconcilable?" (O. L. Davis, Peter P. Grimmett); (5) "Can a Supervisor Be a Coach?" (Thomas L. McGreal, James F. Nolan); (6) "Has the Field of Supervision Evolved to a Point That It Should Be Called Something Else?" (Stephen P. Gordon, Jeffrey Glanz); (7) "Is a Collegial Relationship Possible Between Supervisors and Teachers?" (Barbara Nelson Pavan, Ben M. Harris); (8) "Is Staff Development Supervision?" (Cheryl Granade Sullivan, Gary A. Griffin); (9) "Should There Be National Standards in the Preparation of Supervisors?" (Gerald R. Firth, Helen M. Hazi); (10) "Should Educational Supervision Be Influenced by Business Management Practices?" (Francis M. Duffy, Edward Pajak); (11) "Is Clinical Supervision a Viable Model for Use in the Public Schools?" (Robert H. Anderson, Noreen B. Garman); and (12) "Will Technology Replace the Role of the Supervisor?" (Saundra J. Tracy, Joyce E. Killian). Part 2 focuses on five statements of "perspective," that illuminate the larger context within which supervisory issues are expressed. Perspectives include: (1) "How Can We Move Toward a Community Theory of Supervision? Wrong Theory/Wrong Practice?" (Thomas J. Sergiovanni); (2) "Is Supervision More Than the Surveillance of Instruction?" (John Smyth); (3) "What Is the New Supervisory Role in an Age of Complexity?" (Karolyn J. Snyder); (4) "How Does the Law Affect Educational Supervision?" (Nicholas Celso, III); and (5) "Why Is Advocacy for Diversity in Appointing Supervisory Leaders a Moral Imperative?" (Carl D. Glickman and Ronald L. Mells). References accompany each chapter; an index is included. Descriptors: Collegiality, Curriculum Development, Educational Technology, Elementary Secondary Education

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