Language Teacher Supervision: A Case-Based Approach
, by Kathleen M. Bailey
- ISBN: 9780521547451 | 0521547458
- Cover: Paperback
- Copyright: 8/14/2006
Teachers can be promoted to supervisory positions for a variety of reasons, such as excellent teaching skills, "people skills," or seniority. Seldom are teachers made supervisors because they have had specific professional preparation for the role.
| Preface | xiii | ||||
| Acknowledgments | xv | ||||
| Chapter 1 Doing supervision: Roles and skills | 1 | (33) | |||
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2 | (1) | |||
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4 | (2) | |||
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27 | (7) | |||
| Chapter 2 Awareness and attitude | 34 | (20) | |||
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34 | (1) | |||
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35 | (5) | |||
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| Chapter 3 Autonomy and authority | 54 | (27) | |||
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55 | (5) | |||
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60 | (3) | |||
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| Chapter 4 Issues in observing language teachers | 81 | (18) | |||
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81 | (1) | |||
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82 | (4) | |||
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86 | (6) | |||
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92 | (3) | |||
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| Chapter 5 Manual data collection procedures | 99 | (23) | |||
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99 | (1) | |||
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100 | (12) | |||
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112 | (6) | |||
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118 | (4) | |||
| Chapter 6 Electronic data collection procedures | 122 | (18) | |||
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124 | (3) | |||
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127 | (2) | |||
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135 | (5) | |||
| Chapter 7 The post-observation conference | 140 | (20) | |||
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148 | (2) | |||
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150 | (6) | |||
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156 | (1) | |||
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157 | (3) | |||
| Chapter 8 Mitigation and the microanalysis of supervisory discourse | 160 | (22) | |||
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160 | (4) | |||
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164 | (2) | |||
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166 | (5) | |||
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171 | (3) | |||
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174 | (3) | |||
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177 | (2) | |||
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| Chapter 9 Purposes, participants, and principles in language teacher evaluation | 182 | (24) | |||
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182 | (2) | |||
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184 | (1) | |||
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185 | (7) | |||
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192 | (2) | |||
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194 | (4) | |||
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| Chapter 10 Criteria for language teacher evaluation | 206 | (19) | |||
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207 | (1) | |||
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208 | (5) | |||
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213 | (4) | |||
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217 | (2) | |||
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219 | (3) | |||
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| Chapter 11 Supervising preservice language teachers | 225 | (26) | |||
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225 | (1) | |||
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226 | (1) | |||
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227 | (6) | |||
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233 | (9) | |||
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242 | (5) | |||
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247 | (4) | |||
| Chapter 12 Supervising teaching assistants | 251 | (16) | |||
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251 | (1) | |||
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252 | (1) | |||
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253 | (4) | |||
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257 | (1) | |||
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262 | (5) | |||
| Chapter 13 Supervising in-service language teachers | 267 | (26) | |||
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267 | (2) | |||
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269 | (7) | |||
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276 | (1) | |||
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277 | (7) | |||
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284 | (5) | |||
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289 | (4) | |||
| Chapter 14 Supervising non-native-speaking teachers | 293 | (21) | |||
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293 | (1) | |||
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294 | (3) | |||
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297 | (1) | |||
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298 | (2) | |||
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300 | (6) | |||
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306 | (4) | |||
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310 | (4) | |||
| Chapter 15 Professionalism, paradigm shifts, and language teacher supervision | 314 | (31) | |||
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315 | (3) | |||
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318 | (7) | |||
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325 | (7) | |||
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332 | (8) | |||
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340 | (1) | |||
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341 | (4) | |||
| References | 345 | (28) | |||
| Author index | 373 | (6) | |||
| Subject index | 379 |
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