The teacher self-assessment procedures described here should go a long way toward making the principal's supervisory role a more rewarding and fulfilling experience. The writer's system allows teachers to use a six-item instrument to do a thorough analysis of teaching behaviors.
Get full access to this article
View all access options for this article.
References
1.
Brophy, J.E., and Good, T.L. "Teacher Behavior and Student Achievement." In Handbook on Research on Teaching, edited by M. C. Wittrock.New York: Macmillan, 1986.
2.
Coker, H., and Coker, J.G. "Classroom Observations Keyed for Effective Research." Atlanta, Ga.: Georgia State University, 1982.
3.
Dunkin, M., and Biddle, B.The Study of Teaching. New York: Holt, Reinhart & Winston, 1974.
4.
Flanders, N. "Teacher Influence, Pupil Attitudes and Achievement." Cooperative Research Monograph No. 12. Washington D.C.: U.S. Office of Education, 1965. Goldhammer, R.Clinical Supervision . New York: Holt, Rinehart & Winston, 1969. Goodlad, J.A.Place Called School. Prospects for the Future. New York: McGraw-Hill, 1983.
5.
Redfield, D., and Rousseau, E. "A Meta-Analysis of Experimental Research on Teacher Questioning Behavior ." Review o f E d u c a t i o n a l R e s e a r c h, 51(1981):237-45.
6.
Schuck, R. "The Impact of Set Induction on Student Achievement and Retention." Journal of Educational Research74( 1981):227-32.
7.
Stallings, J. "Using Time Effectively: A Self-Analytical Approach." In Improving Teaching. ASCD Yearbook, edited by K. Zumwalt.Alexandria, Va.: Association for Supervision and Curriculum Development, 1986.
