Thesis--University of California, Los Angeles. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1980. -- 21 cm. Includes bibliographical references (leaves 166-176).

Thesis (M.S.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 66-69). Also available on the Internet.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2008 Jun 1

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 328 p.; also includes graphics (some col.). Includes bibliographical references (p. 238-249). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--Ohio State University, 1986. / Includes vita. Includes bibliographical references (leaves 172-175). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.)--Ohio State University, 1984. / Includes vita. Includes bibliographical references (leaves 248-257). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 165-170)

Supervision of practice makes an important contribution to the development of psychotherapeutic skills in the training of psychologists (Bernard and Goodyear, 1998). Much research has, until recently, focussed on dyadic, hierarchical models of supervision, even though other forms of supervision have been developed. Peer group supervision has had little attention in the literature, although it is a common form of supervision utilised by psychologists in practice (Lewis, Greenburg and Hatch, 1988). A review of the literature considers the purposes of supervision; elements of dyadic supervision; various forms of group, peer and peer group supervision; and the leaming process in supervision. The development and implementation of a peer supervision group (pSG) of intern psychologists within the training setting of a University is described in this study. The PSG model was developed from the model proposed by Wilbur, Roberts-Wilbur, Morris, Betz and Hart (1991). Transcripts from nine audio-taped PSG sessions were analysed, and a comparison with four audio-taped dyadic supervision sessions was then undertaken. Grounded Theory methodology was employed in the design of the study and analysis of the data. The form and content of the two models of supervision were examined, with particular attention to the perspective of the trainees' learning experiences. The relative merits of both forms of supervision were assessed, and this analysis clearly demonstrates that peer group supervision has the potential to complement dyadic supervision by contributing differing learning experiences. A model of key influences upon, and effects of, participation in the two forms of supervision has been developed. Suggestions are made of ways in which dyadic supervision may be optimised, and recommendations for further development of the PSG emerge. The results were then considered from a neo-Vygotskian perspective. This enabled the findings to be linked to a comprehensive theory of learning, pointing to the key role of speech in thinking, and the contributions of the various forms of dialogue to deepened understandings. The discussion includes: consideration of techniques which enable trainees to obtain assistance from both more experienced practitioners as well as from their peers; an exploration of aspects of subjectivity and intersubjectivity; and contextual influences which have bearing on the study. This study identifies the need for further consideration of the supervision process in South Africa, and makes recommendations for the training of supervisors. The neo-Vygotskian model offers great promise both as a framework for understanding the leaming process in. supervision, and for developing guidelines for enhancing supervisory practice.

abstract: Inner city high schools today are struggling to create and maintain connections between students' values and schools requirements. Schools attempt to develop ways to help students become a vital part of the school community and provide them with resources to be successful both socially and academically. This study examined how an urban high school in the southwest implemented an academic advisory program to build and maintain the student/school relationship along with hoping to provide the resources to help increase student achievement in core academic programs. Research has identified the importance relationships have on academic achievement and the strong bonds that need to be developed with students and those there to support them. Previous attempts to provide students with the academic support through traditional tutoring in after-school programs have not proven to be successful in providing support students need. These after school tutoring programs have multiple challenges including being voluntary and students having other commitments they are involved with. Incorporating academic advisory programs during the school day is an attempt to overcome these challenges that are experienced with other programs. Using math and English course letter grade distribution comparisons were made to determine if changes in academic achievement occurred after implementation of academic advisory, whether participation in the program for more than one year made a difference on student academic achievement, and finally if academic advisory had any different effect on students that are high, middle, or low achieving. This study could not identify and specific correlation between the academic advisory program and academic achievement. When looking at letter grade distribution data from before implementation and after implementation similar growths and declines are seen with no identifiable trends during the program implementation. Consideration needs to be taken for the limitations identified and the school may want to conduct further review by addressing the limitations. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2014