Supervision of instruction / Glen G. Eye, Lanore A. Netzer, and Robert D. Krey,

Includes index.

Part one. The purposes of supervision -- 1. The evolution of a definition -- 2. The implications of the definition -- 3. The action pattern for the development of a theory -- 4. The management of change -- Part two : The patterns of supervision -- 5. The organizational pattern of supervision -- 6. The operational pattern of supervision -- 7. The contributory function of supervision -- 8. The supportive function of supervision -- Part three. The participants in supervision -- 9. The allocation of supervisory talent -- 10. A case in point -- 11. The security of the recipients -- Part four. The processes of supervision -- 12. The characteristics of the operational balance -- 13. The components of process : directing and controlling -- 14. The components of process : stimulating and initiating -- 15. The components of process : analyzing and appraising -- 16. The components of process : designing and implementing -- 17. Integrating the procedures -- Part five : The products of supervision -- 18. Professional maturity -- 19. Curriculum developments -- 20. Instructional improvements -- 21. School-community consolidations -- 22. Emerging expectations.

Both those who are beginners and those who have spent many years in studying the purposes and processes of administration may well be intrigued with this book. It deals with the heart of all efforts to provide a sound educational program. The title itself cuts through the core of the administrative enterprise. Administration always has had the responsibility of encouraging maximum accomplishment in both learning and teaching. This book is particularly focused on the administrative responsibilities of the instructional program. Many books in administration deal mainly with the non-instructional tasks, and many books in supervision deal with the non-managerial tasks. But both apparently deal with esoteric tasks which constitute ends rather than means. The refreshing and refreshingly different aspects of this book are the amalgamations of instructional and managerial concerns as integral parts of administration. Those who wish to question their own professional efforts will find in this book not only an incentive for increased purposeful activities, but also an opportunity to structure and appraise their own behaviors as instruments for instructional improvement.