The International Research Foundation
for English Language Education
SUPERVISION OF TEACHERS: SELECTED REFERENCES
(Last updated 4 May2018)
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.
Baecher, L., Kung, S., & McCormack, B. (2014). Supervisor use of video as a tool in teacher reflection. TESL-EJ, 18(3), 1-17.
Baecher, L., & McCormack, B. (2015). The impact of video review on supervisory conferencing. Language and Education, 29(2), 153-173.
Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press.
Bailey, K. M. (2009). Language teacher supervision. In A. Burns, & J. C. Richards (Eds.), Cambridge guide to language teacher education (pp. 269-278). Cambridge, UK: Cambridge University Press.
Bates, A. J., & Burbank, M. D. (2008). Effective student teacher supervision in the era of No Child Left Behind. The Professional Educator, 32(2), 1-11.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19(1), 60-68.
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.
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.
Bullough Jr, R. V. (1990). Supervision, mentoring, and self-discovery: A case study of a first-year teacher. Journal of Curriculum and Supervision, 5(4), 338-60.
Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). The changing nature of the role of the university supervisor and function of preservice teacher supervision in an era of clinically-rich practice. Action in Teacher Education, 38(4), 410-425.
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.
Chur-Hansen, A., & McLean, S. (2006). On being a supervisor: The importance of feedback and how to give it. Australasian Psychiatry, 14(1), 67-71.
Clark, H. M. (1990). Clinical supervision and the alternatives. Journal of Teaching Practice, 10(1), 39-58.
Clarke, A., & Collins, S. (2007). Complexity science and student teacher supervision. Teaching and Teacher Education, 23(2), 160-172.
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.
Cuenca, A. (2012). Supervising student teachers: Issues, perspectives and future directions. Saint Louis, MO: Sense Publishers.
Daresh, J. C. (2001). Supervision as proactive leadership (3rd ed.). Prospect Heights, IL: Waveland Press.
Daughtrey, A. S., & Ricks, B. R. (1989). Contemporary supervision: Managing people and technology. New York, NY: McGraw Hill.
Duffy, F. M. (1999). Reconceptualizing instructional supervision for 3rd millenium school systems. Journal of Curriculum and Supervision, 15(2), 123-145.
Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110-141.
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.
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: Cambridge University Press.
Gall, M. D., & Acheson, K. A. (2010). Clinical supervision and teacher development. Hoboken, NJ: Wiley.
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: Cambridge University 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.
Glanz, J. (2005). Action research as instructional supervision: Suggestions for principals. NASSP Bulletin, 89(643), 17-27.
Glanz, J., & Neville, R. F. (Eds.). (1997). Educational supervision: Perspectives, issues, and controversies. Norwood, MA: Christopher-Gordon Publishers.
Glatthorn, A. A. (1990). Supervisory leadership: Introduction to instructional supervision. Glenview, IL: Scott Foresman & Company.
Glatthorn, A. A. (1997). Differentiated supervision (2nd ed.). Alexandria, VA: ASCD.
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.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach. Needham Heights, MA: Allyn & Bacon/Longman.
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.
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.
Handal, G., & Lauvas, P. (1987). Promoting reflective teaching: Supervision in action. Milton Keynes, UK: Open University Press.
Harris, B. M. (1997). Is a collegial relationship possible between supervisors and teachers? No. In J. Glanz & R. F. Neville (Eds.), Educational supervision:Perspectives, issues, and controversies(pp. 144-154). Norwood, MA: Christopher-Gordon.
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.
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.
Hopkins, W. S., & Moore, K. D. (1993). Clinical supervision: A practical guide to student teacher supervision. Madison, WI: Brown & Benchmark.
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, 43(6), 69-70.
Kissau, S. P. & Algozzine, B. (2013). Foreign language student teaching: Do supervisor qualifications really matter?. Foreign Language Annals, 46(2), 175-190.
Knapczyk, D. R., & Livingston, G. (1973). Self‐recording and student teacher supervision: Variables within a token economy structure. Journal of Applied Behavior Analysis, 6(3), 481-486.
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.
Krishnan, A., Pahl, C., & Bailey, K. M. (2017). Examining the discourse of language teacher supervision: The learning experiences of two novice supervisors. In L. L. C. Wong & K. Hyland (Eds.), Faces of English education: Students, teachers, and pedagogy (pp. 231-244). New York, NY: Routledge.
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.
Lindahl, K., & Baecher, L. (2016). Teacher language awareness in supervisory feedback cycles. ELT Journal, 70(1), 28-38.
Lucas, P. (1991). Reflection, new practices, and the need for flexibility in supervising student teachers. Journal of Further and Higher Education, 15(2), 84-93.
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.
Marshall, K. (2005). It’s time to rethink teacher supervision and evaluation. Phi Delta Kappan, 86(10), 727-735.
Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. Hoboken, NJ: John Wiley & Sons.
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.
McCarthy, J., & Quinn, L. F. (2010). Supervision in teacher education. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.)(pp. 615-621). Oxford, UK: Elsevier.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.
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.
Murphy, J. M. (1992). An etiquette for the nonsupervisory observation of L2 classrooms. Foreign Language Annals, 25(3), 215-225.
Nolan, J., Hawkes, B., Francis, P.(1993). Case studies: Windows onto clinical supervision. Educational Leadership, 51(2), 52-56.
Nolan, J., & Hoover, L. (2004). Teacher supervision and evaluation. Hoboken, NJ: John Wiley & Sons.
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.
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.
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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: Cambridge University 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.
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Poole, W. L. (1994). Removing the “super” from supervision. Journal of Curriculum and Supervision, 9(3), 284-309.
Powell, G. (1999). How to avoid being the fly on the wall. The Teacher Trainer, 13(1), 3-4.
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Rodgers, A., & Keil, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and Teacher Education, 23(1), 63-80.
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.
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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.
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Stones, E. (1987). Teaching practice supervision: Bridge between theory and practice. European Journal of Teacher Education, 10(1), 67-79.
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.
Waite, D. (1992). Instructional supervision from a situational perspective. Teaching & Teacher Education, 8(4), 319-332.
Waite, D. (1992). Supervisors’ talk: Making sense of conferences from an anthropological linguistic perspective. Journal of Curriculum and Supervision, 7(4), 349-371.
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Wajnryb, R. (1992). The lightbulb has to want to change: Supervision as a collaborative process. TESOL in Context, 2(1), 6-8.
Wajnryb, R. (1994). Pragmatics and supervisory discourse: Matching method and purpose. Prospect, A Journal of Australian TESOL, 9(1), 29-38.
Wajnryb, R. (1995). Teachers’ perceptions of mitigation in supervisory discourse: A report of a pilot study. South Pacific Journal of Teacher Education, 23(1), 71-82.
Wajnryb, R. (1995). The perception of criticism: One trainee’s experience. ELICOS AssociationJournal, 13(1), 54-68.
Wajnryb, R. (1998). Telling it like it isn’t – exploring an instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29, 531-544.
Wallace, M., & Woolger, D. (1991). Improving the ELT supervisory dialogue: The Sri Lanka experience. English Language Teaching Journal, 45(4), 320-327.
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Wiles, J., & Bondi, J. (2004). Supervision: A guide to practice (6th ed.). Columbus, OH: Pearson.
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Wyatt, M. (2014). Reflections on supervising an in-service English language teacher’s undergraduate dissertation in Oman (on developing writing skills). International Journal of Language Studies, 8(3), 1-26.