Yearbook

Title Varies: 1914-30, Journal of Proceedings of the Music Supervisors National Conference; 1931-33, Yearbook of the Music Supervisors National Conference; 1934-1939/40, Yearbook of the Music Educators National Conference

Annual report of the State Superintendent of Free Schools of the State of West Virginia.

Reports also include the annual reports of the County Supervisors.

Report on the methods of assessment used by Denver, St. Louis, Cincinnati, Cleveland, Pittsburgh, Washington, D.C., Philadelphia, New York, Newark, Boston, Rochester, Buffalo, Detroit, Chicago, Milwaukee.

Authorized by the Board of Supervisors.

Census of the island of St. Helena in 1921.

Cover-title.

Annual report of the faculty

Mode of access: Internet.

Front line cost administration; a factual approach to industrial engineering methods which explain and promote the use of cost administration tactics to the front line administrator, the foreman.

Mode of access: Internet.

Report of Proceedings of the Arizona Tax Conference

Title Varies: 1913-1915, Report of the Conference of the Tax Commission, Boards of Supervisors and County Assessors of the State of Arizona; 1916- Report of Proceedings of the Arizona Tax Conference

Directory of administrative and supervisory personnel of California public schools.

Mode of access: Internet.

Survey of the federal government on supervisor practices in employment of people with disabilities /

Shipping list no.: 2003-0007-P.

How to prepare a foreman's policy manual,

On spine: Policy manual.

Parent Engagement in Supported Supervised Visitation in Child Welfare

Thesis (Master's)--University of Washington, 2016-06

Effects of Training and E-Mail Feedback on Behavior Therapists' Use of Instructive Feedback

Thesis (Ph.D.)--University of Washington, 2016-06

Supervision practices in allied mental health: Relationships of supervision characteristics to perceived impact and job satisfaction

This study examined whether supervision characteristics impacted on mental health practice and morale, and developed a new Supervision Attitude Scale (SAS). Telephone surveys were conducted with a representative sample of 272 staff from public mental health services across Queensland. Although supervision was widely received and positively rated, it had low average intensity, and assessment and training of skills was rarely incorporated. Perceived impact on practice was associated with acquisition of skills and positive attitudes to supervisors, but extent of supervision was related to impact only if it was from within the profession. Intention to resign was unrelated to extent of supervision, but was associated with positive attitudes to supervisors, accessibility, high impact, and empathy or praise in supervision sessions. The SAS had high internal consistency, and its intercorrelations were consistent with it being a measure of relationship positivity. The study supported the role of supervision in retention and in improving practice. It also highlighted supervision characteristics that might be targeted in training, and provided preliminary data on a new measure.

Early warning signs in postgraduate research education: a different approach to ensuring timely completions

Recent government intervention in research higher degree policy across the globe has sharpened universities' focus on the quality of their students' research education experience and on timely completion rates. Studies have sought to highlight the factors that predict research students' timely completion of their studies. Many universities have sought to tighten their selection processes as a way of improving completion rates, even verging on adopting a risk analysis approach to selecting students. Instead this paper takes a preventative, interventionist approach to improving timely completions. It explores how experienced supervisors detect and deal with early warning signs that their research students are experiencing difficulty. It also investigates the wide range of reasons some students nominate for not discussing these difficulties directly with their supervisors. It proposes that supervisors may be able to improve timely completions if they are aware of these reasons and if they adopt a range of explicit pedagogical strategies to support students' learning.

The development of research supervision: 'Turning the light on private space'

Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and responsibilities of supervisors, attempting to provide technical “fixes” that deny the genuine difficulties and complexities involved in supervision relationships. Some research supervisors resent the intrusion of educational developers into what many of them have regarded as a private pedagogical space. They interpret such programs as further instances of the quality assurance agendas of governments and university administrators, and are justifiably suspicious of what some describe as the colonial underpinnings of educational development. These reactions create tensions for educational developers. This article explores why educational development can be problematic for research supervisors. It then charts some current supervision educational development programs that seek to go beyond administrative interpretations of supervision. Finally, it examines whether the “Compassionate Rigour” supervision program, developed to address these difficulties, manages to respond respectfully and sensitively to supervisors��� educational development needs.