000			01682nam a2200205Ia 4500
003			NULRC
005			20250520102745.0
008			250520s9999 xx 000 0 und d
040			_cNULRC
050			_aLB 2806 .S88 1996
100			_aSanchez, Jose Rizal G. _eauthor
245		0	_aSupervision as management and development in Philippine setting / _cJose Rizal G. Sanchez
260			_aSta. Mesa, Manila : _bSaint Bernadette Publications, Inc., _cc1996
300			_a136 pages ; _c21 cm.
504			_aIncludes bibliographical references.
505			_aChapter I. nature of administration, supervision and management -- Chapter II. The Triadic model of academic supervision -- Chapter III. Curriculum development: a fundamental task -- Chapter IV. Instructional development: the humanistic coaching task -- Chapter V. Staff development: key to technical efficiency -- Chapter VI. Research development: strategy for effecting change -- Chapter VII. Supervisory management skill.
520			_aAcademic supervision is such a complicated matter. It should not be taken for granted because the ultimate beneficiaries of effective supervision are the STUDENTS. In doing so, the quality of education through the improvement of teacher effectiveness in managing instructional tasks must be done. As a classroom manager, the teacher makes a lot decisions, intellectual decisions for that matter. He decides WHAT should be taught, and HOW it should be taught and evaluated based on the objectives (the WHY) he wishes to attain at the end of instruction. Basically this refers to the management of the learning activities (TLA).
650			_aEDUCATION -- MANAGEMENT
942			_2lcc _cBK
999			_c14621 _d14621