Learning-focused supervision : administrators' perception of their efficacy when fostering teacher reflection, 2020

Item — Call Number: MU Thesis Reg

Identifier: b7930246

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2020

Creator

Reginio, Christopher A. (1981- ) (Author, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Henning, John E. (Thesis advisor, Person)
Salvatore, Michael H. (1975- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 100 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Reflection is a skill that is vital to the ongoing success of teachers. In order to accurately reflect on their ability, teachers must have a firm understanding of the nature of reflection. Instructional leaders skilled in the art of clinical supervision provide teachers with an opportunity to reflect in a manner that not only increases their capacity for reflection but also enhances their pedagogical skills. However, there is no current research that focuses on the use of learning-focused supervision (as developed by Lipton & Wellman, 2013) as a means to elicit reflection in teachers. The purpose of this qualitative study was to ascertain whether or not the use of learning-focused supervision has an impact on administrators' perception of their own efficacy when fostering teacher reflection. Inductive and deductive analysis were used to identify common themes among those adminstrators who participated in the study. More specifically, phenomenological techniques were utilized to identify these themes.