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A Social Reconstruction Model of Supervision. Seda, E. Elliott [microform]
![A Social Reconstruction Model of Supervision. : Seda, E. Elliott - [microform]](/Sponge/Images/bookDefaults/NNbookdefaultsmall.png)
A Social Reconstruction Model of Supervision. Seda, E. Elliott [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 청구기호
- 서명/저자
- A Social Reconstruction Model of Supervision. : Seda, E. Elliott - [microform]
- 발행사항
- 형태사항
- 30; 1
- 총서명
- ERIC Reports
- 주기사항
- 30p.; Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).
- 초록/해제
- 요약This paper presents a social reconstructionist model of supervision. The model connects schools and society, and considers the vital role teachers, students, staff, and others play in developing, designing, and implementing reforms in school and society. The model is based on the philosophy of social reconstructionism, which views schools as cultural, political, and social agencies interacting with the general society, and the purpose of education as cultivating a critical examination of subject matter knowledge and how it impacts society. From this philosophy of education, teaching is conceptualized as an activity that fosters change in school and society and as an interactive activity between teachers and students. This conception of teaching leads to a conception of supervision as transformational, involving all activities that have a direct impact on teaching and learning and of instructional development as the primary focus in the educational process. Student development, another model component, is seen as connecting student learning to societal concerns. Several models of staff development consistent with social reconstructionism are briefly described. For curriculum development a nontechnical-nonscientific approach that stresses subjective student involvement is recommended. Finally, the school-community development component is seen to be critical since the schools purpose is to prepare students for community participation. (Contains 25 reference
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
MARC
008981001s1996 us b 000 0 eng d■0010000448677
■001PCUL00383461
■002ED397037
■00520020804002104
■007heuumu---buua
■008981001s1996 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■090 ▼a370.78▼bE68
■24500▼aA Social Reconstruction Model of Supervision.▼cSeda, E. Elliott▼h[microform]
■260 ▼aU.S.; Pennsylvania5▼cApr 96
■300 ▼a30; 1
■440 0▼aERIC Reports
■500 ▼a30p.; Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).
■520 ▼aThis paper presents a social reconstructionist model of supervision. The model connects schools and society, and considers the vital role teachers, students, staff, and others play in developing, designing, and implementing reforms in school and society. The model is based on the philosophy of social reconstructionism, which views schools as cultural, political, and social agencies interacting with the general society, and the purpose of education as cultivating a critical examination of subject matter knowledge and how it impacts society. From this philosophy of education, teaching is conceptualized as an activity that fosters change in school and society and as an interactive activity between teachers and students. This conception of teaching leads to a conception of supervision as transformational, involving all activities that have a direct impact on teaching and learning and of instructional development as the primary focus in the educational process. Student development, another model component, is seen as connecting student learning to societal concerns. Several models of staff development consistent with social reconstructionism are briefly described. For curriculum development a nontechnical-nonscientific approach that stresses subjective student involvement is recommended. Finally, the school-community development component is seen to be critical since the schools purpose is to prepare students for community participation. (Contains 25 reference
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aConstructivism (Learning)▼aCurriculum Development▼aEducational Change▼aEducational Philosophy▼aElementary Secondary Education▼aHigher Education▼aInstructional Development▼aLearning Processes▼aSchool Community Relationship▼aSchool Role▼aSocial Change▼aStaff Development▼aStudent Development▼aTeacher Student Relationship▼aTeacher Supervision▼aTeaching Models▼aSocial Constructivism
■7001 ▼aSeda, E. Elliott
■999 ▼a070; 150
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