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1.
有效监督是大学内部权力正确有序运行的客观保障,大学内部权力监督在不同的理论视角下就有不同的理论内涵。站在委托-代理理论的视角来看,我国大学内部的权力监督主要可以划分为党委权力监督、行政权力监督与学术权力监督等三种运行模式。我国大学内部的权力监督可在"完善党委权力监督的内部工作机制,强化行政权力监督的自我意识、预防意识和民主意识,形成学术权力监督的优良文化氛围"等三个方面优化大学内部的权力监督。 相似文献
2.
JANINE M. BERNARD 《Counselor Education & Supervision》1994,34(2):159-171
A discussion of authors' contributions to the special section on cross-cultural supervision is presented. The specific issues of training versus supervision, definition of terms, broadening the implications of culture within supervision, developmental variables, and empirical verification are addressed. 相似文献
3.
Hasan Basri Memduhoğlu Inayet Aydin Kürşad Yilmaz Sabri Güngör Ebru Oğuz 《Asia Pacific Education Review》2007,8(1):56-70
The aim of this study is to provide information on the purposes, structure and operation of the process of supervision in the Turkish educational system. In this paper, the historical development of supervision services in the Turkish educational system, as well as the purposes and principles of educational supervision in Turkey and the structure of supervision in the Turkish educational system are defined. Moreover, the organization of sub-systems of the Ministry of National Education and that of supervision at elementary schools, hiring supervisors, their training, duties and responsibilities as well as working principles are presented. In addition, a detailed analysis of the supervision of institutions and teachers by supervisors is included. 相似文献
4.
Daniel S. Newman Meaghan C. Guiney Sarah Valley‐Gray Courtenay A. Barrett 《Psychology in the schools》2016,53(5):502-516
This study is the first national survey of supervision and mentoring practices for early career school psychologists (ECSPs). Respondents included 700 participants, 38% of whom reported having access to professional supervision. Time, availability, and proximity to a supervisor were found to be the most common barriers to accessing supervision and mentoring; access to technology, supervisor interest, and cost were not found to be as significant. Nearly 30% of ECSPs reported feeling pressure to practice outside their boundaries of competence because they did not have access to mentoring or supervision, suggesting a potential ethical concern. Results demonstrate the need to provide more supervision and mentoring opportunities for ECSPs, particularly given the National Association of School Psychologist's requirement that first‐time Nationally Certified School Psychologist renewal applicants complete a year of mentoring or supervision. Implications of the results, strategies to support the barriers to access, and future directions for research are addressed. 相似文献
5.
《The Journal of educational research》2012,105(6):311-316
AbstractA study was conducted to investigate possible differences in verbal exchanges between supervisors and teachers contrasting clinical supervision and traditional supervision. Past study of supervisors indicated that they were predominantly authoritarian in their relationships with teachers. Clinical supervision was hypothesized to create a more democratic relationship as revealed by the verbal interaction. Seven supervisors each worked with one teacher in the clinical pattern and one in the traditional pattern. Their post-observation conferences were taped and analyzed by trained observers using Blumberg's A System for Analyzing Supervisor Teacher Interaction. Univariate ANOVA analysis of the data revealed a significant difference between the treatment groups favoring the clinical supervision style. Teachers responding on a semantic differential scale also favored the clinical supervision style. 相似文献
6.
The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling—specific model for supervising school counselors‐in‐training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision. 相似文献
7.
AbstractThis study introduces the scope and nature of teacher candidate (TC) supervision in an era of clinically-based teacher preparation. The findings emerged from a qualitative meta-analysis of 82 articles related to TC supervision published between 2001 and 2017. The study recognizes core supervision concepts drawn from decades of empirical literature yet moves the field substantially forward by identifying a framework that includes: (1) tasks, (2) high-leverage practices, and (3) pedagogical routines of supervisory practice. This framework defines a new understanding of how supervisors support TC learning throughout their clinical experiences. By naming the scope and nature of TC supervision, the framework of tasks, high-leverage practices, and pedagogical routines of supervisory practice can help supervisors become more conscious and more skilled about their practice to develop their professional vision of supervision. The framework can also guide the evaluation and re-design of TC supervision within clinically based teacher preparation. 相似文献
8.
李林 《河北软件职业技术学院学报》2003,5(1):34-36
保险业是高风险的特殊产业,保险监管必须具有前瞻性和实用性。从我国保险监管的发展看,监管的手段和方法是不断强化的,本文就加入WTO后我国保险监管面临的挑战提出相应的对策。 相似文献
9.
MICHAEL HELGE RONNESTAD 《Counselor Education & Supervision》1977,16(3):194-201
This study compares the effects of three supervisory techniques—modeling, feedback, and experiential intervention—in teaching counseling students to communicate empathic understanding. The students participated in three simulated counseling interviews during which their responses to standard clients were rated on the degree of empathic understanding conveyed. After each of the first two interviews students in the experimental groups were given one of the three supervisory treatments; students in the control group received no supervision. The ratings indicated that the modeling method of supervision was more effective than the feedback method and the feedback method was more effective than the experiential method in helping the counselors communicate empathy. No significant differences were found between students receiving experiential supervision and those in the control group. The interaction between method and sex was significant in that male students responded better than female students to the feedback method. 相似文献
10.
我国中等职业教育督导评价应该关注的核心内容包括上级政府制定的职业教育政策与规划的执行情况、职业教育的条件与保障措施、政府的管理与监督职能、职业教育的质量与效果评价。在未来发展中,我国职业教育督导评价应该走督政与督学相结合的发展道路;注重专业化,鼓励多主体参与;增强权威性和科学性,注意灵活性和有效性;强调督导的服务性、民主性和公开性。 相似文献
11.
Della Austin 《Emotional and Behavioural Difficulties》2013,18(2):125-139
This article describes a pilot study where consultancy supervision was introduced into a primary school for pupils with SEBD in England. School staff engaged with supervision and evaluated their experience through a quantitative and qualitative methodology. The paper explores the nature of supervision, the qualities of the supervisory relationship and the areas of school staff lives to which supervision can be relevant. The project is set in context through reviewing current literature and professional guidelines on supervision. The positive results of the project are described and recommendations and conclusions drawn from the findings. 相似文献
12.
Summary The contention that evaluation and supervision is the primary process in today's schools by which instructional excellence is achieved and maintained (Pajak's 1990) is wishful thinking. Rather, this characterization is dead wrong. Teacher evaluation has lost or never had a purpose. It has become perfunctory. Little energy is invested, and the teacher receives little if any constructive feedback for improvement. In too many districts, the only reason for complying is to meet state requirements.Teachers in many cases have good reasons for holding evaluation and supervision in contempt. Evaluations have not been helpful, evaluators are not adequately trained in curriculum and instruction, and feedback is either absent or of low quality. Most serious of all, they do not result in instructional improvement. Failure to provide accurate feedback accompanied by substantive and practical suggestions for improvement closes the door to improvement and enhanced internal motivation. This abrogation of duty is malpractice in its worst form. Educators thrive on success in accomplishing their number one goal-helping people learn. Successful supervision and evaluation programs are designed to capitalize on powerful internal motivators, resulting in improved performance and higher personal satisfaction. 相似文献
13.
以我国证券交易所为对象,分析证券交易所治理现状、问题及其经营、监管中的激励协调,旨在考察我国证券交易所经营与监管激励失衡的内在成因及其协调对策。研究表明,为在政府监管机构和社会公众面前建立良好的声誉,交易所将采取不完全监管的策略。 相似文献
14.
This study examined the relationship between the facilitative dimensions of empathy, warmth, and genuineness and the variables of interpersonal attraction and experience within the relationship known as counseling supervision. A total of 71 supervisor subjects responded to an author-constructed analogue of supervision, and their responses were rated utilizing a modified version of the Carkhuff Scales (1969). The results revealed that interpersonal attraction differentially affects the three facilitative dimensions and that experience mediates attraction differentially depending on the type rather than the amount of experience the supervisor has had. 相似文献
15.
教育视导是教育质量保障的主要机制,其职能与作用受到研究者的广泛关注。英、美、澳三国发展了不同模式的视导制度,反映了国家对教育不同程度的干预。视导扮演了教育问责与学校改进的双重角色,对教师的教与学造成了不同的影响。分析这一现象,需借助国家理论澄清视导的存在理据与职能。 相似文献
16.
高等院校二级院系党组织的监督是以中国共产党作为监督主体,从政治上、思想上和组织上对高等院校人才培养、科学研究、社会服务及文化传承与创新等各方面所实施的领导及督促检查。文章对二级院系党组织监督的基本内涵、预期实现的目标及发挥作用的途径进行了论述。 相似文献
17.
教师教育效能感影响教师的教学质量、管理水平、教育技术的运用和科研的开展,对提高教育教学水平有明显的作用,而发挥督导中"导"的作用是提升教师教育效能感的主要因素,需要加强指"导",让教师亲历成功的体验;正确"导"向,增加教师替代经验;及时疏"导",唤起教师积极情绪;为教师倡"导"宽松、和谐、民主的工作氛围。 相似文献
18.
Susan R. Hemer 《高等教育研究与发展》2012,31(6):827-839
A great deal of literature in recent years has focused on the supervisory relationship, yet very little has been written about the nature or content of supervisory meetings, beyond commenting on the frequency and length of meetings. Through semi-structured interviews, informal discussions with colleagues and students, a critical review of literature and personal reflection, this paper explores the salience of coffee for postgraduate supervision. This paper locates supervisions over coffee in reference to contemporary debates about the supervisory relationship (models, styles, tasks and dimensions). Using the concept of ‘third places’ and Misztal's theorisation of informality, it is argued that supervision over coffee conveys a particular supervisory relationship to postgraduate students: one that is incompatible with expert-disciple models or styles of supervision. Instead, supervision over coffee is on neutral territory and on a more informal footing. Finally the paper concludes with discussion about finding a balance between formality and informality in supervision and the development of personal and institutional trust. 相似文献
19.
李淑华 《四川师范大学学报(社会科学版)》2000,27(3):34-38
改革开放以来,在进行社会主义现代化建设的新形势下,提高党员素质、探索党员教育规律,加强对党员的管理和监督并建立党员教育,管理和监督的新机制,对我们党的建设具有极其重要的意义。 相似文献
20.
目前高校教学管理问题、教学质量问题显得尤为突出,如何采取有效形式提高教学质量,是各高校的共性问题,本文旨在通过构建网络教学评价信息资源平台,提高教学质量监控的时效性,转变教学质量监控职能. 相似文献