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Abstract
Regular education and special education supervisors were studied to determine: (1) what supervisors believe to be important aims for education; (2) what types of issues supervisors focus on in practice; (3) how beliefs are related to issues identified in practice; and (4) how socialization influences the selection of particular supervisory issues. The findings of this study indicate that supervisors hold a wide range of beliefs about the aims of education with an emphasis on meeting societal needs and developing cognitive skills. This contrasts sharply with supervisors’ practice which focuses, for the most part, on managerial issues. Socialization and assumptions about teaching seem to most strongly influence practice.
1The authors wish to acknowledge the assistance of Richard LePan, Ralph Reynolds and Robert Bullough, Jr for their critical reviews and suggestions during the preparation of this article. Funding for the research was provided through a grant awarded by the Research Committee, Graduate School of Education, University of Utah.
Notes
1The authors wish to acknowledge the assistance of Richard LePan, Ralph Reynolds and Robert Bullough, Jr for their critical reviews and suggestions during the preparation of this article. Funding for the research was provided through a grant awarded by the Research Committee, Graduate School of Education, University of Utah.