The International Research Foundation
for English Language Education
SUPERVISION AND EVALUATION OF TEACHERS: SELECTED REFERENCES
(last updated 9 January 2014)
Abbott, S., & Carter, R. M. (1985). Clinical supervision and the foreign language teacher. Foreign Language Annals, 18(1), 25-29.
Abrell, R. (1974). The humanistic supervisor enhances growth and improves instruction.Educational Leadership,32(3), 212-216.
Acheson, K. A., & Gall, M. D. (1997).Techniques in the clinical supervision ofteachers: Preservice and inservice applications(4th ed.).New York, NY: Longman.
Alfonso, R. J. (1977). Will peer supervision work? Educational Leadership, 34(8), 594-601.
Alfonso, R. J., Firth, G., Neville, R. (1984). The supervisory skill mix. Educational Leadership, 41(7), 16-18.
Anderson, R. H. (1982). Creating a future for supervision. In T. Sergiovanni (Ed.), Supervision of teaching (pp. 181-190).Alexander, VA: ASCD.
Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: CambridgeUniversity Press.
Beerens, D. R. (2000). Evaluating teachers for professional growth: Creating a culture of motivation and learning.Thousand Oaks, CA: Corwin Press.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19(1), 60-68.
Biddle, B. J. (1964). The integration of teacher effectiveness research. In B. J. Biddle W. J. Ellena (Eds.), Contemporary research on teacher effectiveness (pp. 1-40). New York, NY: Holt, Rinehart, and Winston.
Black, S. (1993). How teachers are reshaping evaluation procedures. Educational Leadership, 51(2), 38-42.
Blase, J. R., &Blase, J. (1995). The micro-politics of successful supervisor-teacher interaction in instructional conferences. In D. Corson (Ed.), Discourse and power in educational organizations (pp. 55-70). Cresskill, NJ: Hampton Press.
Blue, G., & Grundy, P. (1996). Team evaluation of language teaching and language courses. English Language Teaching Journal, 50(3), 244-250.
Blumberg, A. (1980). Supervisors and teachers: A private cold war (2nd ed.).Berkeley, CA: McCutchan Publishing.
Blumberg, A.,Jonas, R. S. (1987). The teacher's control over supervision. Educational Leadership, 44(8), 58-62.
Bodóczky, C., & Malderez, A.(1994). Talking shop: Pre-service teaching experience and the training of supervisors. English Language Teaching Journal, 48(1), 66-79.
Bolin, F. S. (1987). On defining supervision. Journal of Curriculum and Supervision, 2, 368-380.
Borko, Hilda. 1986. Clinical teacher education: The induction years. In J.V. Hoffman and J. Edwards (eds.), Reality and reform in teacher education. New York: Random House.
Bowman, N. (1979). College supervision of student teaching. Journal of Teacher Education, 30(3), 29-30.
Brazer, S. D. (1991). The assistant principal: The search for meaning in teacher evaluation.
Educational Leadership,48(6), 82.
Brobeck, S. (1990). Jim – A case study in clinical supervision. Wingspan, 21-23.
Brown, J. D., & Wolfe-Quintero, K. (1997). Teacher portfolios for evaluation: A great idea or a waste of time? Language Teacher,21(1), 28-30.
Brundage, S. (1996). What kinds of supervision do veteran teachers need? An invitation to
expand collegial dialogue and research. Journal of Curriculum and Supervision, 12(1), 90-94.
Bunting, C. (1988). Cooperating teachers and the changing views of teacher candidates. Journal of Teacher Education, March/April, 42-46.
Burton, J. (1987). The powers of observation: An investigation of current practice and issues in teacher education. In B. K. Das (Ed.), Patterns of classroom interaction in Southeast Asia (Anthology Series 17, pp. 153-166). Singapore: SEAMEORegionalLanguageCenter.
Chamberlin, C. R. (2000). TESL degree candidates’ perceptions of trust in supervisors. TESOL Quarterly, 34(4), 653-672.
Chamberlin, C. R. (2000). Nonverbal behaviors and initial impressions of trustworthiness in the teacher-supervisor relationship. Communication Education, 49, 352-364.
Clark, H. M. (1990). Clinical supervision and the alternatives. Journal of Teaching Practice, 10(1), 39-58.
Cogan, M. L. (1973). Clinical supervision. Boston, MA:Houghton Mifflin.
Cohn, M. (1981). A new supervision model for linking theory with practice. Journal of Teacher Education, 32(3), 26-30.
Cohn, M. M., & Gellman, V. C.(1988). Supervision: A developmental approach for fostering inquiry in pre-service teacher education. Journal of Teacher Education, 39(2), 2-8.
Cooper, J. M., & Seidman, E. (1969). Helping new teachers focus on behavioral change. The Clearing House, 43, 301-306.
Copeland, W. D. (1980). Affective dispositions of teachers in training toward examples of supervisory behavior. Journal of Educational Research, 74(1),37-42.
Copeland, W. D. (1982). Student teachers’ preference for supervisory approach. Journal of TeacherEducation, 33(2), 32-36.
Costa, A. L., & Garmston, R. (1985). Supervision for intelligent teaching. Educational Leadership, 42(5), 70-80.
Crippen, K. J, & Brooks, D. W. (2000). Using personal digital assistants in clinical supervision of student teachers. Journal of Science Education and Technology, 9(3), 207-211.
Cross, W. K., & Murphy, P. J. (1990). Teleconferencing in student teacher supervision. British Journal of Educational Technology, 21(1), 41-51.
Daresh, J. C. (2001). Supervision as proactive leadership(3rd ed.).Prospect Heights, IL: Waveland Press.
Darling-Hammond, L. (1986). A proposal for evaluation in the teaching profession. Elementary School Journal, 86(4), 531-551.
Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher evaluation in the organizational context: A review of the literature. Review of Educational Research, 53(3), 285-328.
Daughtrey, A. S., & Ricks, B. R. (1989). Contemporary supervision: Managing people and technology. New York, NY: McGraw Hill.
Davis, H. (1964). Evolution of current practices in evaluating teacher competence. In B. J. Biddle W. J. Elena (Eds.), Contemporary research on teacher effectiveness (pp. 41-66).New York, NY: Holt, Rinehart, and Winston.
Day, R. R. (1990). Teacher observation in second language teacher education. In J. C. Richards D. Nunan (Eds.), Second language teacher education (pp. 43-61). New York, NY: CambridgeUniversity Press.
Dearden, R. F. (1972). Autonomy and education. In R.F. Dearden, P.F. Hirst, R.S. Peters (Eds.), Education and the development of reason(pp. 333-345). London, England: Routledge and Kegan Paul.
Duffy, F. M. (1999). Reconceptualizing instructional supervision for 3rd millenium school systems. Journal of Curriculum and Supervision, 15(2), 123-145.
Ebmeier, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teachers’ trust, commitment, desire for collaboration, and efficacy. Journal of Curriculum and Supervision, 14(4), 351-378.
Flaitz, J. (1993). Two new observation report formats for teachers in training. EnglishTeaching Forum, 31(4), 22-25.
Flanders, N. A. (1970). Analyzing teaching behavior. Reading, MA: Addison-Wesley.
Flanders, N. A. (1976). Interaction analysis and clinical supervision. Journal of Research and
Development in Education, 9, 47-57.
Franck, M. R., & Samaniego, F. A.(1981). The supervision of teaching assistants: A new use of videotape. Modern Language Journal, 65(3), 273-280.
Freiburg, H. J., & Waxman, H. C. (1990). Alternative feedback approaches for improving student teachers’ classroom instruction. Journal of Teacher Education, 39(4), 8-14.
Gaies, S., Bowers, R. (1990). Clinical supervision of language teaching: The supervisor as trainer and educator. In J. C. Richards D. Nunan (Eds.), Second language teacher education (pp. 167-181). New York, NY: CambridgeUniversity Press.
Gambrill, E., & Stein, T. J. (1983). Supervision: A decision-making approach.Beverly Hills, CA: Sage Publications.
Garman, N. B. (1986). Reflection: The heart of clinical supervision: A modern rationale for professional practice. Journal of Curriculum and Supervision, 2(1), 1-24.
Garman, N. B. (1990). Theories embedded in the events of clinical supervision: A hermeneutic approach. Journal of Curriculum and Supervision, 5(3), 201-213.
Garman, N. B., Glickman, C. D., Hunter, M., & Haggerson, N. L. (1987). Conflicting conceptions of clinical supervision andthe enhancement of professional growth and renewal: Point and counterpoint. Journal of Curriculum and Supervision, 2(2), 152-177.
Gebhard, J. G. (1984). Models of supervision: Choices. TESOL Quarterly, 18(3), 501-514.
Reprinted in J. C. Richards D. Nunan (Eds., 1990), Second language teacher education (pp. 156-166).New York, NY: CambridgeUniversity Press.
Gebhard, J. G. (1990). Freeing the teacher: A supervisory process. Foreign Language Annals, 23(6), 517-525.
Gebhard, J. G. (1990). The supervision of second and foreign language teachers. ERIC Clearinghouse on Language and Linguistics (EDO-FL-90-06). Washington, DC: Center for AppliedLinguistics.
Gebhard, J. G. (1991).Clinical supervision: Process concerns. TESOL Quarterly, 25(4), 738-743.
Gebhard, J. G., & Malicka, A. (1991). Creative behavior in teacher supervision. Prospect, A Journal of Australian TESOL, 6(3), 40-49.
Gitlin, A. D., & Smyth, J. (1990).Toward educative forms of teacher evaluation. Educational Theory, 40(1), 83-94.
Glanz, J., & Neville, R. F. (Eds.). (1997). Educational supervision: Perspectives, issues, and controversies. Norwood, MA: Christopher-Gordon Publishers.
Glickman, C. D. (1985). Supervision and instruction: A developmental approach. Boston, MA: Allyn and Bacon.
Glickman, C. D. (1992). Supervision in transition: The 1992ASCD yearbook. Retrieved from
Glickman, C. D., & Gordon, S. P. (1987). Clarifying developmental supervision. Educational Leadership, 44(8), 64-68.
Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M. (1998). Supervision of instruction: A developmental approach(4th ed.).Boston, MA: Allyn and Bacon.
Goffman, E. (1976). Stigma. Harmonds-Worth, UK: Penguin.
Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. New York, NY: Holt, Rinehart and Winston.
Goldsberry, L. (1988). Three functional methods of supervision. Action in Teacher Education,
10(1), 1-10.
Green, J. E., & Smyser, S. O. (1996). The teacher portfolio:A strategy for professional development and evaluation. Lancaster, PA: Technomic Publishing.
Grimmett, P. P. (1996). The struggles of teacher research in a context of education reform: Implications for instructional supervision. Journal of Curriculum and Supervision, 12(1),
37-65.
Grimmett, P. P., & Crehan, E. P. (1990). Barry: A case study of teacher reflection in clinical supervision. Journal of Curriculum and Supervision, 5(3), 214-235.
Gruenhagen, K., McCracken, T., True, J. (1999). Using distance education technologies for the supervision of student teachers in remote rural schools. Rural Special Education Quarterly, 18(3-4), 58-65.
Hayashi, R., & Hayashi, T. (2002). Duality and continuum in indirect talk: Linguistic style and gender in clinical supervision. In D. C. S. Li (Ed.), Discourses in search of members: In honor of Ron Scollon (pp. 135-169). Lanham, MD: University Press of America.
Hazi, H. M. (1994). The teacher evaluation-supervision dilemma: A case of entanglements and
irreconcilable differences. Journal of Curriculum and Supervision, 9(2), 195-216.
Hodder, J., & Carter, D. (1997). The role of new information technologies in facilitating professional reflective practice across the supervisory triad. Paper presented at the Annual Conference of the gasat-IOSTE, Perth, Australia, December. Abstract retrieved July 24, 2002 from ERIC database.
Holland, P. E. (1989). Implicit assumptions about the supervisory conference: A review and analysis of literature. Journal of Curriculum and Supervision, 4(4), 362-379.
Holland, P. E. (1989). Stories of supervision: Tutorials in the transformative power of supervision. Peabody Journal of Education, 66(3), 61-77.
Hoy, W. K.,Woolfolk, A. E.(1989). Supervising student teachers. In A. E. Woolfolk (Ed.), Research perspectives on the graduate preparation of teachers(pp. 108-131). Englewood Cliffs, NJ: Prentice Hall.
Hunter, M. (1983). Script-taping: An essential supervisory tool. Educational Leadership, 41(3), 43.
Hunter, M. (1984). Knowing, teaching, and supervising. In P. L. Hosford (Ed.), Using what we know about teaching(pp. 169-192). Alexandria, VA: ASCD.
Hunter, M. (1986). Let’s eliminate the preobservation conference. Educational Leadership, March, 69-70.
Johnson, K. E. (1996). Portfolio assessment in second language teacher education. TESOL Journal, 6(2), 11-14.
Joyce, B. R., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40(1), 4-8, 10.
Joyce, B. R., & Showers, B. (1987). Low-cost arrangements for peer-coaching. Journal of Staff Development, 8(1), 22-24.
Kissau, S. P. & Algozzine, B. (2013). Foreign language student teaching: Do supervisor qualifications really matter?. Foreign Language Annals, 46(2), 175-190.
Knop, C. K. (1980). The supervision of foreign language teachers. In F. M. Grittner (Ed.), Learning a second language: Seventy-ninth Yearbook of The National Society for the Study of Education, Part II(pp. 186-207). Chicago, IL: University of Chicago Press.
Korinek, L. A. (1989). Teacher preferences for training and compensation for field supervision.
Journal of Teacher Education, 40(6), 46-51.
Kremer-Hayon, L. (1986). Supervisors’ inner world: Professional perspectives. European Journal of Teacher Education, 9(2), 181-187.
Kremer-Hayon, L. (1987). The content and nature of dilemmas encountered by student-teachers’ supervisors. European Journal of Teacher Education, 10(2), 151-161.
Kremer-Hayon, L. (1991). The stories of expert and novice student teachers’ supervisors: perspectives on professional development. Teaching & Teacher Education, 7(5/6), 427-438.
Lawrence, C. E., Vachon, M. K., Leake, D. O., Leake, B. H. (2001). The marginal teacher: A step-by-step guide to fair procedures for identification and dismissal. Thousand Oaks, CA: Corwin Press.
Lemma, P. (1993). The cooperating teacher as supervisor: A case study. Journal of Curriculum and Supervision, 8(4), 329-342.
Lewis, M. (1998). A study of feedback to language teachers. Prospect, A Journal of Australian TESOL, 13(1), 68-83.
Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism.New York, NY: Teachers College Press.
Mann, S., & Copland, F. (2010). Dialogic talk in the post-observation conference: An investment for reflection. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 175-191). Munich: LINCOM EUROPA.
Mansour, W. (1993). Towards developmental ELT supervision. English Teacher Forum, 31(3), 48-50.
Martel, J. (2012). Looking across contexts in foreign language student teacher supervision: A self-study. The New Educator, 8(3), 243–257.
Martinez, K. (1998). Supervision in preservice teacher education: Speaking the unspoken. International Journal of Leadership in Education, 1(3), 279-296.
Master, P. (1983). The etiquette of observing. TESOL Quarterly, 17(3), 497-501.
McFaul, S. A., & Cooper, J. M. (1984). Peer clinical supervision: Theory vs. reality. Educational Leadership, 41(7), 4-9.
McGee, J. C., & Eaker, R. (1977). Clinical supervision and teacher anxiety: A collegial approach to the problem. Contemporary Education49(1), 24-28.
McGreal, T. L. (1988). Evaluation for enhancing instruction: Linking teacher evaluation and staff development. In S. J. Stanley J. W. Popham (Eds.), Teacher evaluation: Six prescriptions for success (pp. 1-29). Alexandria, VA: ASCD.
McLaughlin, M.,Vogt, M. E. (1996). Portfolios in teacher education.Newark, DE: The International Reading Association.
Medley, D. M., & Mitzel, H. E. (1963). Measuring classroom behavior by systematic observation. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 247-328). Chicago, IL: Rand McNally.
Mosher, R. L.,Purpel, D. E. (1972). Supervision: The reluctant profession. New York, NY: Houghton Mifflin.
Moskowitz, G. (1966). Toward human relations in supervision. Bulletin of the National Association of Secondary School Principals,50(314), 98-114.
Moskowitz, G. (1971). Interaction analysis: A modern language for supervisors. Foreign Language Annals, 5(2), 211-221.
Munro, P. M. (1991). Supervision: What’s imposition got to do with it? Journal of Curriculum and Supervision, 7(1), 77-89.
Murdoch, G. (1998). A progressive teacher evaluation system [Electronic version]. TheEnglish Teaching Forum, 36(3), 2-11.
Murdoch, G. (2000). Introducing a teacher-supportive evaluation system. English Language Teaching Journal, 54(1), 54-64.
Murphy, J. M. (1992). An etiquette for the nonsupervisory observation of L2 classrooms. Foreign Language Annals, 25(3), 215-225.
Nerenz, A. G., & Knop, C. (1982). A time-based approach to the study of teacher effectiveness. Modern Language Journal, 66(3), 243-254.
Nolan, J., Hawkes, B., Francis, P.(1993). Case studies: Windows onto clinical supervision. Educational Leadership,51(2), 52-56.
Nolan, J., & Huber, T. (1989). Nurturing the reflective practitioner through instructional supervision: A review of the literature. Journal of Curriculum and Supervision, 4(2), 126-145.
Nolan, J. F., & Hillkirk, K. (1991). The effects of a reflective coaching project for veteran teachers. Journal of Curriculum and Supervision, 7(1), 62-76.
Okeafor, K. R., &Poole, M. G. (1992). Instructional supervision and the avoidance process. Journal of Curriculum and Supervision, 7(4), 372-392.
Olson, J. K. (1982). Dilemmas of supervision: Teacher perspectives. Teacher Education, 20(1), 74-81.
Olson, M. W. (1991). Portfolios: Educational tools (research into practice). Reading Psychology, 12(1), 73-80.
Omaggio, A. C. (1982). The relationship between personalized classroom talk and teacher effectiveness ratings: Some research results. Foreign Language Annals, 14(4), 255-269.
O’Neal, S. (1983). Supervision of student teachers: Feedback and evaluation. Report no. 9047.Austin, TX: University of Texas.
Ong'Ondo, C., & Borg, S. (2011). “We teach plastic lessons to please them” – The influence of supervision on the practice of English language student teachers in Kenya. Language Teaching Research. 1(4)3, 509-528.
Oprandy, R. (1999). Exploring with a supervisor. In J. G. Gebhard R. Oprandy (Eds.), Language teaching awareness: A guide to exploring beliefs and practices(pp. 99-121). Cambridge, England: CambridgeUniversity Press.
Oprandy, B., Addington, R., Brown, C., & Rutter, M. (2013). Fostering collaborative conversations between pre-service trainees and serving teachers through supervisory role plays. In J. Edge & S. Mann (Eds.), Innovations in pre-service education and training for English language teachers (pp. 81-95). London, UK: British Council.
Özbilgin, A., Tannacito, D. J. (2010). The parameter of particularity: A critical analysis of a supervisory observation of an EFL teacher’s classroom in Turkey. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 157-174). Munich: LINCOM EUROPA.
Pajak, E. (1990). Dimensions of supervision. Educational Leadership, 48(1), 78-81.
Pajak, E. (1993). Approaches to clinical supervision: Alternatives for improving instruction. Norwood, MA: Christopher-Gordon Publishers.
Pennington, M. C. (1989). Directions for faculty evaluation in language education. Language, Culture and Curriculum, 2(3), 167-193.
Pennington, M. C. (1995). The teacher change cycle. TESOL Quarterly, 29(4), 705-731.
Pennington, M. C., & Young, A. L. (1989). Approaches to faculty evaluation for ESL. TESOL Quarterly, 23(4), 619-646.
Pierce,L. V. (1988). Peer coaching: An innovative approach to staff development. NCBE Forum, 11(3), 1 and 6.
Politzer, R. L. (1970). Some reflections on “good” and “bad” language teaching behaviors. Language Learning, 20, 31-43.
Politzer, R. L., & Weiss, L. (1970). The successful foreign language teacher. Philadelphia, PA: The Center for Curriculum Development.
Poole, W. L. (1994). Removing the “super” from supervision. Journal of Curriculum and Supervision, 9(3), 284-309.
Popham, W. J. (1988). The dysfunctional marriage of formative and summative teacher evaluation. Journal of Personnel Evaluation in Education, 1, 269-273.
Porter, C., & Cleland, J. (1995). The portfolio as a learning strategy. Portsmouth, NH: Boynton/Cook Publishers.
Powell, G. (1999). How to avoid being the fly on the wall. The Teacher Trainer,13(1), 3-4.
Reiman, A., & Thies-Sprinthall, L. (1998). Mentoring and supervision for teacher development. New York, NY: Longman.
Retallick, J. (1990). Clinical supervision and the structure of communication. Education Action, 1(2), 14-32.
Richards, K. (2002). TRUST: A management perspective on CPD. In J. Edge (Ed.), Continuing professional development: Some of our perspectives(pp. 71-79). Whitstable, UK: IATEFL.
Rinvolucri, M. (1981). Resistance to change on in-service teacher training courses. Recherches et Echanges, 6(1), 45-52.
Rooney, J. (1993). Teacher evaluation: No more “super”vision. Educational Leadership, 51(2), 43-44.
Rosencranz, H. A., & Biddle, B. J.(1964). The role approach to teacher competence. In B. J. Biddle W. J. Ellena (Eds.), Contemporary research on teacher Effectiveness(pp. 232-263). New York, NY: Holt, Rinehart and Winston.
Rueda, R. (1998). Standards for professional development: A sociocultural perspective. (Research Brief No. 2). Santa Cruz, CA: University of California, Center for Research on Education, Diversity and Excellence.
Saraswathi, V. (1991). Coping with teacher resistance: Insights from INSET programmes. In E. Sadtono (Ed.), Language teacher education in a fast changing world (Anthology Series 29, pp. 75-87). Singapore: Regional Language Centre.
Sergiovanni, T. J. (1977). Reforming teacher evaluation: Naturalistic alternatives. Educational Leadership, 34(8), 602-607.
Sergiovanni, T. J. (1982). Toward a theory of supervisory practice: Integrating scientific, clinical, and artistic views. In T. J. Sergiovanni (Ed.), Supervision of teaching(pp. 67-80). Alexandria, VA: ASCD.
Sergiovanni, T. J. (1984). Expanding conceptions of inquiry and practice in supervision and evaluation. Educational Evaluation and Policy Analysis,6(4), 355-365.
Sergiovanni, T. J. (1985). Landscapes, mindscapes, and reflective practice in supervision. Journal of Curriculum and Supervision, 1(1), 5-17.
Sergiovanni, T. J. (1986). A theory of practice for clinical supervision. In W. J. Smyth (Ed.), Learning about teaching through clinical supervision(pp. 37-58).London, England: Croom Helm.
Sergiovanni, T. J. (1989). Science and scientism in supervision and teaching. Journal of Curriculum and Supervision, 4(2),93-105.
Shapiro, P. P., & Sheehan, A. T. (1986). The supervision of student teachers: A new diagnostic tool. Journal of Teacher Education, 37(6), 35-39.
Shea, C., & Babione, C. (2001). The electronic enhancement of supervision project (EESP). In Growing partnerships for rural special education: Conference proceedings. San Diego, CA. Abstract retrieved July 24, 2002 from ERIC database.
Sheal, P. (1989). Classroom observation: Training the observers. English Language Teaching Journal, 43(2), 92-103.
Showers, B. (1985). Teachers coaching teachers. Educational Leadership, 42(7), 43-48.
Showers, B., & Joyce, B. R. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
Shrigley, R. L., & Walker, R. A. (1981). Positive verbal response patterns: A model for successful supervisor-teacher conferences. School, Science and Mathematics, 81(7), 560-562.
Stodolsky, S. S. (1984). Teacher evaluation: The limits of looking. Educational Researcher, 13, 11-22.
Stoller, F. L. (1996). Teacher supervision: Moving towards an interactive approach. English Teacher Forum, 34,2-9.
Stones, E. (1984). Supervision in teacher education.London: Methuen.
Stones, E. (1987). Teaching practice supervision: Bridge between theory and practice. European Journal of Teacher Education, 10(1), 67-79.
Strevens, P. (1989). The achievement of excellence in language teaching. In J. H. Esling (Ed.), Multicultural education and policy: ESL in the 1990's (pp. 73-87). Toronto, Canada: Ontario Institute for Studies in Education.
Stronge, J. H. (Ed.). (1997). Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press.
Sullivan, S., & Glanz, J. (2000). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press.
Swan, J. (1993). Metaphor in action: The observation schedule in a reflective approach to teacher education. English Language Teaching Journal, 47(3), 242-249.
Tracy, S. J., & MacNaughton, R. H. (1989). Clinical supervision and the emerging conflict between the neo-traditionalists and the neo-progressives. Journal of Curriculum and Supervision, 4(3), 246-256.
van Wagenen, L., & Hibbard, K. M. (1998). Building teacher portfolios. Educational
Leadership, 55(5), 26-29.
Waite, D. (1992). Instructional supervision from a situational perspective. Teaching & Teacher Education, 8(4), 319-332.