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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 |
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245 | 0 |
_aSupervision as management and development in Philippine setting / _cJose Rizal G. Sanchez |
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260 |
_aSta. Mesa, Manila : _bSaint Bernadette Publications, Inc., _cc1996 |
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300 |
_a136 pages ; _c21 cm. |
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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 |
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999 |
_c14621 _d14621 |