Skip to main content Accessibility help
×
Hostname: page-component-7bb8b95d7b-l4ctd Total loading time: 0 Render date: 2024-09-16T23:21:57.703Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  19 February 2010

Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Language Teacher Supervision
A Case-Based Approach
, pp. 345 - 372
Publisher: Cambridge University Press
Print publication year: 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbott, Suzanne and Ralph, M. Carter. 1985. Clinical supervision and the foreign language teacher. Foreign Language Annals, 18(1), 25–29.CrossRefGoogle Scholar
Abrell, Ronald. 1974. The humanistic supervisor enhances growth and improves instruction. Educational Leadership, 32(3), 212–216.Google Scholar
Acheson, Keith A. and Meredith, Damien Gall. 1997. Techniques in the clinical supervision of teachers: Preservice and inservice applications (4th ed.). New York: Longman.Google Scholar
Ackerman, Richard, Patricia, Maslin-Ostrowski, and Chuck, Christensen. 1996. Case stories: Telling tales about school. Educational Leadership, 53(6), 21–23.Google Scholar
Alfonso, Robert J. 1977. Will peer supervision work?Educational Leadership, 34(8), 594–601.Google Scholar
Alfonso, Robert J., Gerald, Firth, and Richard, Neville. 1984. The supervisory skill mix. Educational Leadership, 41(7), 16–18.Google Scholar
Allan, Margaret S. 1991. Preparing for interactive video. ELT Journal, 45(1), 54–60.CrossRefGoogle Scholar
Allen, Patrick, Maria Fröhlich, and Nina Spada. 1984. The communicative orientation of language teaching: An observation scheme. In Jean, Handscombe, Richard, A. Orem, and Barry, P. Taylor (eds.), On TESOL '83: The question of control. Washington, DC: TESOL, 231–252.Google Scholar
Allwright, Dick. 1988. Observation in the language classroom. New York: Longman.Google Scholar
Allwright, Dick and Kathleen, M. Bailey. 1991. Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.Google Scholar
Allwright, Richard L. 1980. Turns, topics and tasks: Patterns of participation in language learning and teaching. In Diane, Larsen-Freeman (ed.), Discourse analysis in second language research. Rowley, MA: Newbury House, 165–187.Google Scholar
Amin, Nuzhat. 2001. Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. CATESOL Journal, 13(1), 89–107.Google Scholar
Anderson, Robert H. 1982. Creating a future for supervision. In Thomas, Sergiovanni (ed.), Supervision of teaching. Alexander, VA: ASCD, 181– 190.Google Scholar
Appel, Gabriela and James, P. Lantolf. 1994. Speaking as mediation: A study of L1 and L2 recall tasks. Modern Language Journal, 78(4), 437–452.CrossRefGoogle Scholar
Appel, Joachim. 1995. Diary of a language teacher. Oxford: Heinemann.Google Scholar
Bachman, Lyle F. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.Google Scholar
Bailey, Kathleen M. 1984. A typology of teaching assistants. In Kathleen, M.Bailey, Frank Pialorsi, and Jean, Zukowski Faust (eds.), Foreign teaching assistants in U.S. universities. Washington, DC: National Association for Foreign Student Affairs (NAFSA), 110–125.Google Scholar
Bailey, Kathleen M. 1990. The use of diary studies in teacher education programs. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 215–226.Google Scholar
Bailey, Kathleen M. 1992. The processes of innovation in language teacher development: What, why and how teachers change. In John, Flowerdew, Mark, N. Brock, and Sophie, Hsia (eds.), Perspectives on second language teacher development. Hong Kong: City Polytechnic of Hong Kong, 253–282.Google Scholar
Bailey, Kathleen M. 1996. The best laid plans: Teachers' in-class decisions to depart from their lesson plans. In Kathleen, M. Bailey and David, Nunan (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 15–40.Google Scholar
Bailey, Kathleen M. 1997. Reflective teaching: Situating our stories. Asian Journal of English Language Teaching, 7(1), 1–19.Google Scholar
Bailey, Kathleen M. 2001a. Observation. In David, Nunan and Ron, Carter (eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 114–119.Google Scholar
Bailey, Kathleen M. 2001b. Action research, teacher research, and classroom research in language learning. In Marianne, Celce-Murcia (ed.), Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle, 489–498.Google Scholar
Bailey, Kathleen M., Andy, Curtis, and David, Nunan. 1998. Undeniable insights: The collaborative use of three professional development practices. TESOL Quarterly, 32, 3, 546–556.CrossRefGoogle Scholar
Bailey, Kathleen M., Andy, Curtis, and David, Nunan. 2001. Pursuing professional development: The self as source. Boston: Heinle & Heinle.Google Scholar
Bailey, Kathleen M., Ted L. Dale, and Benjamin Squire. 1992. Some reflections on collaborative language teaching. In David, Nunan (ed.), Collaborative language teaching and learning. Cambridge: Cambridge University Press, 162–178.Google Scholar
Barduhn, Susan. 1989. When the cost of caring is too high. IATEFL Teacher Development Newsletter, 11, 1–3.Google Scholar
Barker, J. A. 1992. Future edge: Discovering new paradigms of success. New York: William Morrow.Google Scholar
Barnett, Marva A. and Robert Francis Cook. 1992. The seamless web: Developing teaching assistants as professionals. In Joel, D. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 85–111.Google Scholar
Bartlett, Leo. 1990. Teacher development through reflective teaching. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 202–214.Google Scholar
Bastidas, Jesú s A. 1996. The teaching portfolio: A tool to become a reflective teacher. English Teaching Forum, 34, July/October, 24–28.Google Scholar
Bateson, Gregory. 1972. Steps to an ecology of mind: A revolutionary approach to man's understanding of himself. New York: Ballantine Books.Google Scholar
Batey, John and David Westgate. 1994. Video action replay. In Antony, Peck and David, Westgate (eds.), Language teaching in the mirror. London: Centre for Information on Language Teaching and Research, 37–41.Google Scholar
Battersby, David. 1984a. The first year of teaching: A grounded theory – part I. The Australian Journal of Teacher Education, 9 (1), 11–29.Google Scholar
Battersby, David. 1984b. The first year of teaching: A grounded theory – part II. The Australian Journal of Teacher Education, 9(2), 76–90.Google Scholar
Beebe, Leslie and Tomoko Takahashi. 1989. Sociolinguistic variation in face-threatening speech acts. Chastisement and disagreement. In Miriam, R. Eisenstein (ed.), The dynamic interlanguage: Empirical studies in second language variation. New York: Plenum Press, 199–218.Google Scholar
Beerens, Daniel R. 2000. Evaluating teachers for professional growth: Creating a culture of motivation and learning. Thousand Oaks, CA: Corwin Press.Google Scholar
Benedetti, Teresa. 1997. Enhancing teaching and teacher education with peer coaching. TESOL Journal, 7(1), 41–42.Google Scholar
Benson, Phil and Winnie, L. Lor. 1998. Making sense of autonomous language learning. English Center Monograph, No. 2. Hong Kong: University of Hong Kong.Google Scholar
Bernard, Janine M. 1979. Supervisor training: A discrimination model. Counselor Education and Supervision, 19(1), 60–68.CrossRefGoogle Scholar
Biddle, Bruce J. 1964. The integration of teacher effectiveness research. In Bruce, J. Biddle and William, J. Ellena (eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 1–40.Google Scholar
Black, Susan. 1993. How teachers are reshaping evaluation procedures. Educational Leadership, 51(2), 38–42.Google Scholar
Blase, Jo Roberts and Joseph Blase. 1995. The micro-politics of successful supervisor-teacher interaction in instructional conferences. In David, Corson (ed.), Discourse and power in educational organizations. Cresskill, NJ: Hampton Press, 55–70.Google Scholar
Bliss, Traci and Joan, Mazur. 1998. Secondary and middle school teachers in the midst of reform: Common thread cases. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Blue, George and Peter, Grundy. 1996. Team evaluation of language teaching and language courses. English Language Teaching Journal, 50(3), 244–250.CrossRefGoogle Scholar
Blumberg, Arthur. 1980. Supervisors and teachers: A private cold war (2nd ed.). Berkeley: McCutchan Publishing.Google Scholar
Blumberg, Arthur and Stevan, R. Jonas. 1987. The teacher's control over supervision. Educational Leadership, 44(8), 58–62.Google Scholar
Bodóczky, Caroline and Angi, Malderez. 1994. Talking shop: Pre-service teaching experience and the training of supervisors. English Language Teaching Journal, 48(1), 66–79.CrossRefGoogle Scholar
Bolin, Frances S. 1987. On defining supervision. Journal of Curriculum and Supervision, 2, 368–380.Google Scholar
Bolman, Lee G. and Terrence, E. Deal. 1997. Reframing organizations: Artistry, choice, and leadership (2nd ed.). San Francisco: Jossey-Bass.Google Scholar
Bolman, Lee G. and Terrence, E. Deal. 2002. Reframing the path to school leadership: A guide for teachers and principals. Thousand Oaks, CA: Corwin Press.Google Scholar
Bonk, C. J. and K. A. Kim. 1998. Extending sociocultural theory to adult learning. In Cecil, M. Smith and Thomas, Pourchot (eds.), Adult learning and development: Perspectives from educational psychology. Mahwah, NJ: Lawrence Erlbaum, 67–88.Google Scholar
Borko, Hilda. 1986. Clinical teacher education: The induction years. In Hoffman, J. V. and Edwards, J. (eds.), Reality and reform in teacher education. New York: Random House.Google Scholar
Boud, David (ed.). 1981. Developing student autonomy in learning. London: Kogan Page.Google Scholar
Bowers, C. A. and David, J. Flinders. 1990. Responsive teaching: An ecological approach to classroom patterns of language, culture and thought. New York: Teachers College Press.Google Scholar
Braine, George. 1999a. From the periphery to the center: One teacher's linguistic journey. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 15–27.Google Scholar
Braine, George. 1999b. Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Brazer, S. David. 1991. The assistant principal: The search for meaning in teacher evaluation. Educational Leadership, 48(6), 82.Google Scholar
Breen, Michael P. and Sarah J. Mann. 1997. Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In Phil, Benson and Peter, Voller (eds.), Autonomy and independence in language learning. New York: Longman, 132–149.Google Scholar
Briggs, Sarah, Victoria, Clark, Carolyn, Madden, Rebecca, Beal, Sunny, Hyon, Patricia, Aldridge, and John, Swales. 1997. The international teaching assistant: An annotated critical bibliography (2nd ed.). Ann Arbor, MI: The University of Michigan (ELI).Google Scholar
Brinton, Donna and Christine, Holten. 1989. What novice teachers focus on: The practicum in TESL. TESOL Quarterly, 23(2), 343–350.CrossRefGoogle Scholar
Brobeck, Sonja. 1990. Jim – A case study in clinical supervision. Wingspan, 21–23.Google Scholar
Brophy, Jere E. and Carolyn, M. Everston. 1976. Learning from teaching: A developmental perspective. Boston: Allyn and Bacon.Google Scholar
Brophy, Jere E. and Thomas, L. Good. 1974. Teacher-student relations: Causes and consequences. New York: Holt, Rinehart and Winston.Google Scholar
Brown, James Dean. 1988. Understanding research in second language learning: A teacher's guide to statistics and research design. Cambridge: Cambridge University Press.Google Scholar
Brown, James Dean and Kate, Wolfe-Quintero. 1997. Teacher portfolios for evaluation: A great idea or a waste of time?Language Teacher, 21(1), 28–30.Google Scholar
Brown, Penelope and Stephen, C. Levinson. 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Brundage, Sara. 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.Google Scholar
Buch, Georgette and Ivan de Bagheera, 1978. An immersion program for the professional improvement of non-native teachers of E.S.L. In Charles, H. Blatchford and Jacquelyn, Schachter (eds.), On TESOL '78 – ESL: Policies, Programs and Practices. Washington, DC: TESOL, 106–115.Google Scholar
Bunting, Carolyn. 1988. Cooperating teachers and the changing views of teacher candidates. Journal of Teacher Education, March/April, 42–46.CrossRefGoogle Scholar
Burns, Anne. 1997. Valuing diversity: Action researching disparate learner groups. TESOL Journal, 7(1), 6–9.Google Scholar
Burns, Anne. 1998. Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Google Scholar
Burns, Anne. 2000. Facilitating collaborative action research: Some insights from the AMEP. Prospect, A Journal of Australian TESOL, 15(3), 23–34.Google Scholar
Burton, Jill. 1987. The powers of observation: An investigation of current practice and issues in teacher education. In Bikram, K. Das (ed.), Patterns of classroom interaction in Southeast Asia. Singapore: SEAMEO Regional Language Center (Anthology Series 17), 153–166.Google Scholar
Burton, Jill. 2000. Learning from teaching practice: A case study approach. Prospect, A Journal of Australian TESOL, 15(3), 5–22.Google Scholar
Byrne, Barbara M. 1994. Burnout: Testing for validity, reliability, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645–673.CrossRefGoogle Scholar
Calzoni, Daniela. 2001. Teacher portfolios. IATEFL Teacher Development SIG Newsletter, 1(1), 13–16.Google Scholar
Campbell, Dorothy M., Pamela, Bondi Cignetti, Beverly, J. Melenyzer, Diane, Hood Nettles, and Richard, M.Wyman, Jr. 1997. How to develop a professional portfolio: A manual for teachers. Boston: Allyn and Bacon.Google Scholar
Canagarajah, A. Suresh. 1999a. On EFL teachers, awareness, and agency. ELT Journal, 53(3), 207–213.CrossRefGoogle Scholar
Canagarajah, A. Suresh. 1999b. Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 77–92.Google Scholar
Carr, Wilfred and Stephen, Kemmis. 1985. Becoming critical: Knowing through action research. Victoria: Deakin University Press.Google Scholar
Carter, Kathy. 1993. The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12, 18.CrossRefGoogle Scholar
Carvalho, Oliveira, Luciana and Sally, Richardson. 2001. Collaboration between native and nonnative English-speaking educators. CATESOL Journal, 13(1), 123–134.Google Scholar
Casanave, Christine Pearson and Sandra, R. Schecter. 1997. On becoming a language educator: Personal essays on professional development. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Celep, Cevat. 2000. The correlation of the factors: The prospective teachers' sense of efficacy and beliefs, and attitudes about student control. National Forum of Teacher Educational Administration and Supervision Journal, 17E, 4 [electronic]. Abstract retrieved July 23, 2002 from ERIC database.
Chamberlin, Carla R. 2000. TESL degree candidates' perceptions of trust in supervisors. TESOL Quarterly, 34(4), 653–672.CrossRefGoogle Scholar
Chaudron, Craig. 1977. A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29–46.CrossRefGoogle Scholar
Christison, Mary Ann and Fredricka L. Stoller. 1997. Time management principles for language program administrators. In Mary, Ann Christison and Fredricka, L. Stoller (eds.), A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers, 235–250.Google Scholar
Clandinin, D. Jean and F. Michael Connelly. 1991. Narrative and story in practice and research. In Donald, A. Schön (ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press, 258–281.Google Scholar
Clark, Howard M. 1990. Clinical supervision and the alternatives. Journal of Teaching Practice, 10(1), 39–58.Google Scholar
Clifton, Rodney A. 1979. Practice teaching: Survival in a marginal situation. Canadian Journal of Education, 4(3), 60–74.CrossRefGoogle Scholar
Cogan, Morris L. 1973. Clinical supervision. Boston: Houghton Mifflin.Google Scholar
Cohn, Marilyn. 1981. A new supervision model for linking theory with practice. Journal of Teacher Education, 32(3), 26–30.CrossRefGoogle Scholar
Cohn, Marilyn M. and Vivian, C. Gellman. 1988. Supervision: A developmental approach for fostering inquiry in pre-service teacher education. Journal of Teacher Education, 39(2), 2–8.CrossRefGoogle Scholar
Cooper, James M. 1995. Teachers' problem solving: A casebook of award-winning teaching cases. Boston: Allyn and Bacon.Google Scholar
Cooper, James M. and Seidman, E.. 1969. Helping new teachers focus on behavioral change. The Clearing House, 43, 301–306.CrossRefGoogle Scholar
Copeland, Willis D. 1980. Affective dispositions of teachers in training toward examples of supervisory behavior. Journal of Educational Research, 74(1), 37–42.CrossRefGoogle Scholar
Copeland, Willis D. 1982. Student teachers' preference for supervisory approach. Journal of Teacher Education, 33(2), 32–36.CrossRefGoogle Scholar
Corder, S. Pitt. 1967. The significance of learners' errors. International Review of Applied Linguistics, 5, 4, 161–170. Reprinted in Jack, C. Richards (ed.), 1974. Error analysis: Perspectives on second language acquisition. London: Longman, 19–27.Google Scholar
Corson, David. 1995. Discursive power in educational organizations: An introduction. In David, Corson (ed.), Discourse and power in educational organizations. Cresskill, NJ: Hampton Press, 3–15.Google Scholar
Cotterall, Sara. 1995. Developing a course strategy for learner autonomy. English Language Teaching Journal, 49(3), 219–227.CrossRefGoogle Scholar
Crippen, Kent J. and David, W. Brooks. 2000. Using personal digital assistants in clinical supervision of student teachers. Journal of Science Education and Technology, 9(3), 207–211.CrossRefGoogle Scholar
Cross, William K. and Peter, J. Murphy. 1990. Teleconferencing in student teacher supervision. British Journal of Educational Technology, 21(1), 41–51.CrossRefGoogle Scholar
Cullen, Richard. 1991. Video in teacher training: The use of local materials. English Language Teaching Journal, 45(1), 33–42.CrossRefGoogle Scholar
Curtis, Andy and Liying, Cheng. 1998. Video as a source of data in classroom observation. Thai TESOL Bulletin, 11(2), 31–38.Google Scholar
Daresh, John C. 2001. Supervision as proactive leadership (3rd ed.). Prospect Heights, IL: Waveland Press.Google Scholar
Darling-Hammond, Linda. 1986. A proposal for evaluation in the teaching profession. Elementary School Journal, 86(4), 531–551.CrossRefGoogle Scholar
Darling-Hammond, Linda, ArthurE. Wise, E. Wise, and Sara, R. Pease. 1983. Teacher evaluation in the organizational context: A review of the literature. Review of Educational Research, 53(3), 285–328.CrossRefGoogle Scholar
Daughtrey, Anne Scott and Betty, Roper Ricks. 1989. Contemporary supervision: Managing people and technology. New York: McGraw-Hill.Google Scholar
Davis, Hazel. 1964. Evolution of current practices in evaluating teacher competence. In Bruce, J. Biddle and William, J. Elena (eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 41–66.Google Scholar
Day, Richard R. 1990. Teacher observation in second language teacher education. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 43–61.Google Scholar
Dayan, Yael. 1999. Role perception in fieldwork supervisors of students of early childhood education. Paper presented at the Annual EECERA Conference, Helsinki. Abstract retrieved, July 23, 2002, from ERIC database.
Deal, Nancy. 2000. How the other half work: Student teacher supervision in Kenya. Action in Teacher Education, 21(1), 1–9.CrossRefGoogle Scholar
Dearden, R. F. 1972. Autonomy and education. In Dearden, R. F., Hirst, P. F., and Peters, R. S. (eds.), Education and the development of reason. London: Routledge and Kegan Paul.Google Scholar
Denzin, Norman K. 1978. The research act: A theoretical introduction to sociological methods (2nd ed.)New York: McGraw-Hill.Google Scholar
Dewey, John. 1933. How we think. Chicago: Henry Regnery.Google Scholar
Diaz Zubieta, Marcela, Gloria Torrano Jessurun, and Leslie Adams. 1978. In-service teacher training in a third world country. In Charles, H. Blatchford and Jacquelyn, Schachter (eds.), On TESOL '78: ESL policies, programs and practices. Washington, DC: TESOL, 98–105.Google Scholar
Dickinson, Leslie. 1987. Self-instruction in language learning. Cambridge: Cambridge University Press.Google Scholar
Dufficy, Paul. 1993. The pedagogy of pre-service TESOL education. Journal of Education for Teaching, 19 (1), 83–96.CrossRefGoogle Scholar
Duffy, Francis M. 1999. Reconceptualizing instructional supervision for 3rd millenium school systems. Journal of Curriculum and Supervision, 15(2), 123–145.Google Scholar
Ebmeier, Howard and Janice, Nicklaus. 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.Google Scholar
Edge, Julian. 2001. Action research. Alexandria, VA: TESOL.Google Scholar
Edge, Julian and Keith, Richards. 1993. Teachers develop teachers research: Papers on classroom research and teacher development. Oxford: Heinemann.Google Scholar
Edwards, Jane A. and Martin, D. Lampert. (1993). Talking data: Transcription and coding in discourse research. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Eisenman, Gordon and Holly, Thornton. (1999). Tele-mentoring: Helping new teachers through the first year. T.H.E Journal Online, April.Google Scholar
England, Lizabeth and Cheryl Roberts. 1989. A survey of foreign students in MA-TESOL programs. TESOL Newsletter, 23(6), 5.Google Scholar
Enright, Lee. 1981. The diary of a classroom. In Jon, Nixon (ed.), A teacher's guide to action research: Evaluation, enquiry and development in the classroom. London: Grant McIntyre, 35–51.Google Scholar
EURYDICE European Unit, Brussels. 1999. Supplement to the study on the structures of the education and initial training systems in the European Union. The situation in Estonia, Latvia, Lithuania, Slovenia and Cyprus. Abstract retrieved July 23, 2002 from ERIC database.
Fanselow, John. 1977. Beyond ‘Rashomon’ – Conceptualizing and describing the teaching act. TESOL Quarterly, 11(1), 17–39.CrossRefGoogle Scholar
Fanselow, John. 1987. Breaking rules: Generating and exploring alternatives in language teaching. New York: Longman.Google Scholar
Fanselow, John. 1988. “Let's see”: Contrasting conversations about teaching. TESOL Quarterly, 22, 1, 113–130. Reprinted in Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 182–199.Google Scholar
Flaitz, Jeffra. 1993. Two new observation report formats for teachers in training. English Teaching Forum, 31(4), 22–25.Google Scholar
Flanders, Ned. A. 1970. Analyzing teaching behavior. Reading, MA: Addison-Wesley.Google Scholar
Flanders, Ned A. 1976. Interaction analysis and clinical supervision. Journal of Research and Development in Education, 9, 47–57.Google Scholar
Flowerdew, John, Mark, N. Brock, and Sophie, Hsia. 1992. Perspectives on second language teacher development. Hong Kong: City Polytechnic of Hong Kong.Google Scholar
Flynn, Kathleen and Goedele, Gulikers. 2001. Issues in hiring nonnative English speaking professionals to teach English as a second language. CATESOL Journal, 13(1), 151–160.Google Scholar
Foucault, Michel. 1980. Power/knowledge: Selected interviews and other writings, 1971–1977. New York: Pantheon.Google Scholar
Foucault, Michel. 1981. The order of discourse. In Robert, Young (ed.), Untying the text: A post-structuralist reader. Boston: Routledge and Kegan Paul, 48–78.Google Scholar
Fox, Sandra M. and Ted, J. Singletary. 1986. Deductions about supportive induction. Journal of Teacher Education, 37(1), 12–15.CrossRefGoogle Scholar
Franck, Marion R. and Fabian, A. Samaniego. 1981. The supervision of teaching assistants: A new use of videotape. Modern Language Journal, 65(3), 273–280.CrossRefGoogle Scholar
Freeman, Donald. 1982. Observing teachers: Three approaches to inservice training and development. TESOL Quarterly, 16(1), 21–28.CrossRefGoogle Scholar
Freeman, Donald. 1989a. Teacher training, development and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45.CrossRefGoogle Scholar
Freeman, Donald. 1989b. Learning to teach: Four instructional patterns in language teacher education. Prospect, A Journal of Australian TESOL, 4(2), 31–47.Google Scholar
Freeman, Donald. 1990. Intervening in practice teaching. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 103–117.Google Scholar
Freeman, Donald. 1994. Knowing into doing: Teacher education and the problem of transfer. In David, C. S. Li, Dino Mahoney, and Jack, C. Richards (eds.), Exploring second language teacher development. Hong Kong: City Polytechnic of Hong Kong, 1–20.Google Scholar
Freeman, Donald. 1996. Renaming experience/reconstructing practice. In Donald, Freeman and Jack, C. Richards (eds.), Teacher learning in language teaching. New York: Cambridge University Press, 221–241.Google Scholar
Freeman, Donald and Karen, Johnson. 1998. Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397–417.CrossRefGoogle Scholar
Freeman, Donald and Jack, C. Richards. (eds.). 1996. Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Freiburg, H. Jerome and Hersholt, C. Waxman. 1990. Alternative feedback approaches for improving student teachers' classroom instruction. Journal of Teacher Education, 39(4), 8–14.CrossRefGoogle Scholar
French, John R. P. and Bertram Raven. 1960. The bases of social power. In Dorwin, Cartwright and Alvin, Zandler (eds.), Group dynamics: Research and theory (2nd ed.).Evanston, IL: Harper & Row, 607–623.Google Scholar
Fröhlich, Maria, Nina, Spada, and Patrick, Allen. 1985. Differences in the communicative orientation of L2 classrooms. TESOL Quarterly, 19(1), 27–57.CrossRefGoogle Scholar
Gaies, Stephen and Roger Bowers. 1990. Clinical supervision of language teaching: The supervisor as trainer and educator. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 167–181.Google Scholar
Gambrill, Eileen and Theodore, J. Stein. 1983. Supervision: A decision-making approach. Beverly Hills, CA: Sage Publications.Google Scholar
Garman, Noreen B. 1986. Reflection: The heart of clinical supervision: A modern rationale for professional practice. Journal of Curriculum and Supervision, 2(1), 1–24.Google Scholar
Garman, Noreen B. 1990. Theories embedded in the events of clinical supervision: A hermeneutic approach. Journal of Curriculum and Supervision, 5(3), 201–213.Google Scholar
Garman, Noreen B., Carl, D. Glickman, Madeline, Hunter, and Nelson, L. Haggerson. 1987. Conflicting conceptions of clinical supervision and the enhancement of professional growth and renewal: Point and counterpoint. Journal of Curriculum and Supervision, 2(2), 152–177.Google Scholar
Gass, Susan M. 1997. Input, interaction and the second language learner. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gass, Susan M. and Alison, Mackey. 2000. Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gebhard, Jerry G. 1984. Models of supervision: Choices. TESOL Quarterly, 18(3), 501–514. Reprinted in Jack, C. Richards and David, Nunan (eds., 1990), Second language teacher education. New York: Cambridge University Press, 156–166.Google Scholar
Gebhard, Jerry G. 1990a. The supervision of second and foreign language teachers. ERIC Digest, ERIC Clearinghouse on Language and Linguistics (EDO-FL-90–06). Washington, DC: Center for Applied Linguistics.Google Scholar
Gebhard, Jerry G. 1990b. Freeing the teacher: A supervisory process. Foreign Language Annals, 23(6), 517–525.CrossRefGoogle Scholar
Gebhard, Jerry G. 1990c. Interaction in a teaching practium. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 118–131.Google Scholar
Gebhard, Jerry G. 1991. Clinical supervision: Process concerns. TESOL Quarterly, 25(4), 738–743.CrossRefGoogle Scholar
Gebhard, Jerry G. 1999. Seeing teaching differently through observation. In Jerry, Gebhard and Robert, Oprandy (eds.), Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 35–58.Google Scholar
Gebhard, Jerry G., Mio Hashimoto, Jae-Oke Joe, and Hyunhee Lee. 1999. Micro-teaching and self-observation: Experience in a preservice teacher education program. In Jerry, Gebhard and Robert, Oprandy (eds.), Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 172–194.Google Scholar
Gebhard, Jerry G. and Agnes, Malicka. 1991. Creative behavior in teacher supervision. Prospect, A Journal of Australian TESOL, 6(3), 40–49.Google Scholar
Gebhard, Jerry G. and Robert, Oprandy. 1999. Language teaching awareness: A guide to exploring beliefs and practices. New York: Cambridge University Press.Google Scholar
Geddes, Joann M. and Doris R. Marks. 1997. Personnel matters. In Mary, Ann Christison and Fredricka, L. Stoller (eds.), A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers, 199–218.Google Scholar
Gitlin, Andrew David and John, Smyth. 1990. Toward educative forms of teacher evaluation. Educational Theory, 40(1), 83–94.CrossRefGoogle Scholar
Glanz, Jeffrey and Richard, F. Neville (eds.). 1997. Educational supervision: Perspectives, issues, and controversies. Norwood, MA: Christopher-Gordon Publishers.Google Scholar
Glickman, Carl D. 1985. Supervision and instruction: A developmental approach. Boston: Allyn and Bacon.Google Scholar
Glickman, Carl D. 1992. Supervision in transition: The 1992 ASCD yearbook. http://www.ascd.org/readingroom/books.
Glickman, Carl D. and Stephen, P. Gordon. 1987. Clarifying developmental supervision. Educational Leadership, 44(8), 64–68.Google Scholar
Glickman, Carl D., Stephen, P. Gordon, and Jovita, M. Ross-Gordon. 1998. Supervision of instruction: A developmental approach (4th ed.). Boston: Allyn and Bacon.Google Scholar
Goffman, Erving. 1976. Stigma. Harmonds-Worth, UK: Penguin.Google Scholar
Goldhammer, Robert. 1969. Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart and Winston.Google Scholar
Goldsberry, Lee. 1988. Three functional methods of supervision. Action in Teacher Education, 10(1), 1–10.CrossRefGoogle Scholar
Goldstein, Lynn. 1987. Standard English: The only target for nonnative speakers of English?TESOL Quarterly, 21(3), 417–436.CrossRefGoogle Scholar
Green, James E. and Sheryl, O. Smyser. 1996. The teacher portfolio: A strategy for professional development and evaluation. Lancaster, PA: Technomic Publishing.Google Scholar
Greis, Naguib. 1985. Toward a better preparation of the non-native ESOL teacher. In Penny, Larson, Elliot, L. Judd, and Dorothy, Messerschmitt (eds.), On TESOL '84 – A Brave New World for TESOL. Washington, DC: TESOL, 317–324.Google Scholar
Grimmett, Peter 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.Google Scholar
Grimmett, Peter P. and Patricia, E. Crehan. 1990. Barry: A case study of teacher reflection in clinical supervision. Journal of Curriculum and Supervision, 5(3), 214–235.Google Scholar
Gruenhagen, Kathleen, Tom, McCracken, and Judy, True. 1999. Using distance education technologies for the supervision of student teachers in remote rural schools. Rural Special Education Quarterly, 18(3–4), 58–65.CrossRefGoogle Scholar
Hackney, Harold L. 1971. Development of a pre-practicum counseling skills model. Counselor Education and Supervision, 11(2), 102–109.CrossRefGoogle Scholar
Hamid, Bahiyah Abdul and Hazita Azman. 1991. Adapting the six category intervention analysis to promote facilitative type supervisory feedback in teaching practice. In Eugenios, Sadtono (ed.), Language teacher education in a fast-changing world. Singapore: Regional Language Centre (Anthology Series 29), 88–99.Google Scholar
Hammersley, Martyn and Paul, Atkinson. 1983. Ethnography: Principles in practice. London: Tavistock Publications.Google Scholar
Hargreaves, Andy. 1994. Development and desire: A postmodern perspective. In Thomas, R. Guskey and Michael, Huberman (eds.), Professional development in education: New paradigms and practices. New York: Teachers College Press, 9–34.Google Scholar
Harrison, Ian. 1996. Look who's talking now: Listening to voices in curriculum renewal. In Kathleen, M. Bailey and David, Nunan (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 283–303.Google Scholar
Hatch, Evelyn. 1992. Discourse and language education. New York: Cambridge University Press.Google Scholar
Hatch, Evelyn and Michael H. Long. 1980. Discourse analysis – What's that? In Diane, Larsen-Freeman (ed.), Discourse analysis in second language research. Rowley, MA: Newbury House, 1–40.Google Scholar
Hayashi, Reiko and Taku Hayashi. 2002. Duality and continuum in indirect talk: Linguistic style and gender in clinical supervision. In David, C. S. Li (ed.), Discourses in search of members: In honor of Ron Scollon. Lanham, MD: University Press of America, 135–169.Google Scholar
Hazi, Helen M. 1994. The teacher evaluation-supervision dilemma: A case of entanglements and irreconcilable differences. Journal of Curriculum and Supervision, 9(2), 195–216.Google Scholar
Head, Katie and Pauline, Taylor. 1997. Readings in teacher development. Oxford: Heinemann.Google Scholar
Henning, Grant. 1987. A guide to language testing: Development, evaluation, research. New York: Newbury House.Google Scholar
Herschensohn, Julia. 1992. Teaching assistant development: A case study. In Joel, C. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 25–45.Google Scholar
Hersey, Paul. 1984. The situational leader. New York: Warner Books.Google Scholar
Hersey, Paul and Kenneth, H. Blanchard. 1982. Management of organizational behavior: Utilizing human resources (4th ed.). Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Ho, Belinda and Jack, C. Richards. 1993. Reflective thinking through teacher journal writing: Myths and realities. Prospect, A Journal of Australian TESOL, 8(3), 7–24.Google Scholar
Hoare, Philip and Stella Kong. 1994. Helping teachers change the language of the classroom: Lessons from in-service teacher education. In David, Nunan, Roger, Berry, and Vivien, Berry (eds.), Bringing about change in language education: Proceedings of the international language in education conference. Hong Kong: University of Hong Kong, 21–34.Google Scholar
Hodder, Jaqueline and David, Carter. 1997. The role of new information technologies in facilitating professional reflective practice across the supervisory triad. Paper presented at the Annual Conference of the gasat-IOSTE, Perth, Australia, December. Abstract retrieved July 24, 2002 from ERIC database.
Holland, Patricia E. 1989a. Implicit assumptions about the supervisory conference: A review and analysis of literature. Journal of Curriculum and Supervision, 4(4), 362–379.Google Scholar
Holland, Patricia E. 1989b. Stories of supervision: Tutorials in the transformative power of supervision. Peabody Journal of Education, 66(3), 61–77.CrossRefGoogle Scholar
Hoy, Wayne K. and Anita E. Woolfolk. 1989. Supervising student teachers. In Anita, E. Woolfolk (ed.), Research perspectives on the graduate preparation of teachers. Englewood Cliffs, NJ: Prentice Hall, 108–131.Google Scholar
Hsiung, Chao-Ti and Nin-Juin Tan. 1999. A study of creating a distance supervision hot line. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston. Abstract retrieved July 23, 2002, from ERIC database.
Hunter, Madeline. 1983. Script-taping: An essential supervisory tool. Educational Leadership, 41(3), 43.Google Scholar
Hunter, Madeline. 1984. Knowing, teaching, and supervising. In Philip, L. Hosford (ed.), Using what we know about teaching. Alexandria, VA: ASCD, 169–192.Google Scholar
Hunter, Madeline. 1986. Let's eliminate the preobservation conference. Educational Leadership, March, 69–70.Google Scholar
Jackson, Jane. 1997. Cases in TESOL teacher education: Creating a forum for reflection. TESL Canada Journal, 14(2), 1–16.CrossRefGoogle Scholar
Jackson, Jane. 1998. Reality-based decision cases in ESP teacher education: Windows on practice. English for Specific Purposes, 17(2), 151–166.CrossRefGoogle Scholar
Jarvis, G. A. 1968. A behavioral observation system for classroom foreign language skill acquisition activities. Modern Language Journal, 52, 335–341.CrossRefGoogle Scholar
Jarvis, Jennifer. 1992. Using diaries for teacher reflection on in-service courses. English Language Teaching Journal, 46(2), 133–143.CrossRefGoogle Scholar
Jesperson, Otto. 1917. Negation in English and other languages, reprinted in Otto Jesperson, 1960, Selected writings of Otto Jesperson. London: Allen and Unwin, 3–151.Google Scholar
Johanson, Roger P., Deborah L. Norland, Eric Olson, Les Huth, and Roberta Bodensteiner. 1999. Internet and list-serves to support the student teaching semester. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education. Washington, DC, February. Abstract retrieved July 24, 2002 from ERIC database.
Johnson, Karen E. 1992a. The instructional decisions of pre-service English as a second language teachers: New directions for teacher preparation programs. In John, Flowerdew, Mark, N. Brock, and Sophie, Hsia (eds.), Perspectives on second language teacher development. Hong Kong: City Polytechnic of Hong Kong, 115–134.
Johnson, Karen E. 1992b. Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26(3), 507–535.CrossRefGoogle Scholar
Johnson, Karen E. 1996a. Portfolio assessment in second language teacher education. TESOL Journal, 6(2), 11–14.Google Scholar
Johnson, Karen E. 1996b. Cognitive apprenticeship in second language teacher education. In Gertrude, Tinker Sachs, Mark, N. Brock, and Regina, Lo (eds.), Directions in second language teacher education. Hong Kong: City University of Hong Kong, 23–36.
Johnson, Karen E. 1996c. The vision versus the reality: The tensions of the TESOL practicum. In Donald, Freeman and Jack, C. Richards (eds.), Teacher learning in language teaching. Cambridge: Cambridge University Press, 30–49.
Johnson, Karen E. (ed.). 2000. Teacher education. Alexandria, VA: TESOL.Google Scholar
Johnson, Robert Keith. 1990. Developing teachers' language resources. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education, Cambridge: Cambridge University Press, 269–281.Google Scholar
Johnson, Ruth. 1999. Cross-cultural misunderstanding in a team teaching situation. TESOL Matters 9(1), 16.Google Scholar
Joyce, Bruce R. and Beverly, Showers. 1982. The coaching of teaching. Educational Leadership, 40(1), 4–8, 10.Google Scholar
Joyce, Bruce R. and Beverly, Showers. 1987. Low-cost arrangements for peer-coaching. Journal of Staff Development, 8(1), 22–24.Google Scholar
Joyce, Bruce R. and Beverly, Showers. 1988. Student achievement through staff development. New York: Longman.Google Scholar
Jyrhama, Riitta. 2001. What are the “right” questions and the “right” answers in teaching practice supervision? Paper presented at the Annual Meeting of the International Study Association on Teachers and Teaching, Portugal. Abstract retrieved July 23, 2002, from ERIC database.
Kamhi-Stein, Lía D. 1999. Preparing non-native professionals in TESOL: Implications for teacher education programs. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 145–158.Google Scholar
Kamhi-Stein, Lía. 2001. New voices in the classroom: Nonnative English-speaking professionals in the field of teaching English to speakers of other languages. CATESOL Journal, 13(1), 47–51.Google Scholar
Kamhi-Stein, Lí a D., Annette, Aagard, Angelica, Ching, Myoung-Soon Ashley Paik, , and Linda, Sasser. 2001. New voices in the classroom: Nonnative English-speaking professionals in the field of teaching English to speakers of other languages. CATESOL Journal, 13(1), 69–88.Google Scholar
Kamhi-Stein, Lí a D. and José, L. Galván. 1997. EFL teacher development through critical reflection. TESOL Journal, 7(1), 12–18.Google Scholar
Kawachi, Paul. 2000. Listening to other teachers – The professional development of university teachers: Case study of a Japanese national university. Staff and Educational Development International, 4(1), 65–82.Google Scholar
Kelly, Peter. 1980. From innovation to adaptability: The changing perspective of curriculum development. In Maurice, Galton (ed.), Curriculum change. Leicester: Leicester University Press, 65–80.Google Scholar
Kemmis, Stephen and Colin, Henry. 1989. Action research. IATEFL Newsletter, 102, 2–3.Google Scholar
Kemmis, Stephen and Robin, McTaggart. 1982. The action research planner. Victoria: Deakin University.Google Scholar
Kemmis, Stephen and Robin, McTaggart. 1988. The action research planner (3rd ed.). Victoria: Deakin University.Google Scholar
Kennedy, Chris. 1988. Evaluation of the management of change in ELT projects. Applied Linguistics, 9(4), 329–342.CrossRefGoogle Scholar
Kiesling, Scott Fabius. 1997. Power and the language of men. In Sally, Johnson and Ulrike, Hanna Meinhof (eds.), Language and masculinity. Cambridge, MA: Blackwell Publishers, 65–85.Google Scholar
Knezevic, Anné and Mary Scholl. 1996. Learning to teach together: Teaching to learn together. In Donald, Freeman and Jack, C. Richards (eds.), Teacher learning in language teaching. Cambridge: Cambridge University Press, 79–96.Google Scholar
Knezedvic, Bozana. 2001. Action research. IATEFL Teacher Development SIG Newsletter, 1(1), 10–12.Google Scholar
Knop, Constance K. 1980. The supervision of foreign language teachers. In Frank, M. Grittner (ed.), Learning a second language: Seventy-ninth Yearbook of The National Society for the Study of Education, Part II. Chicago: University of Chicago Press, 186–207.Google Scholar
Knowles, Malcolm. 1975. Self-directed learning: A quick guide for learners and teachers. Chicago: Follett Publishing.Google Scholar
Korinek, Lori A. 1989. Teacher preferences for training and compensation for field supervision. Journal of Teacher Education, 40(6), 46–51.CrossRefGoogle Scholar
Krashen, Stephen D. 1981. Second language acquisition and second language learning. Oxford: Pergamon Press.Google Scholar
Krashen, Stephen D. 1982. Principles and practice in second language acquisition. Oxford: Pergamon Press.Google Scholar
Krashen, Stephen D. and Tracy, D. Terrell. 1983. The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.Google Scholar
Kremer-Hayon, Lya. 1986. Supervisors' inner world: Professional perspectives. European Journal of Teacher Education, 9(2), 181–187.CrossRefGoogle Scholar
Kremer-Hayon, Lya. 1987. The content and nature of dilemmas encountered by student-teachers' supervisors. European Journal of Teacher Education, 10(2), 151–161.CrossRefGoogle Scholar
Kulick, Katherine M. 1992. Undergraduate teaching assistants: One model. In Joel, C. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 1–23.Google Scholar
Labov, William. 1972. Some principles of linguistic methodology. Language in Society, 1, 97–120.CrossRefGoogle Scholar
Lange, Dale C. 1990. A blueprint for a teacher development program. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 245–268.Google Scholar
Lankshear, Colin. 1994. Afterword: Reclaiming empowerment and rethinking the past. In Miguel, Escobar, Alfredo, L. Fernández, and Gilberto, Guevara-Niebla with Paolo, Freire, Paolo Freire on higher education: A dialogue at the National University of Mexico. Albany: State University of New York Press, 162–187.Google Scholar
Lantolf, James P. 2000a. Introducing sociocultural theory. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 1–26.Google Scholar
Lantolf, James P. (ed.). 2000b. Sociocultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Larimer, Ruth and Leigh, Schleicher (eds.). 1999. New ways in using authentic materials in the classroom. Alexandria, VA: TESOL.Google Scholar
Larsen-Freeman, Diane. 1983. Training teachers or educating a teacher. In James, E. Alatis, Stern, H. H., and Peter, Strevens (eds.), Georgetown University Round Table on Language and Linguistics: Applied Linguistics and the Preparation of Second Language Teachers: Toward a Rationale. Washington, DC: Georgetown University Press, 68–81.Google Scholar
Larsen-Freeman, Diane. 1990. On the need for a theory of language teaching. In James, Alatis (ed.), Linguistics, language teaching and language acquisition: The interdependence of theory, practice, and research. Washington, DC: Georgetown University Press, 261–270.Google Scholar
Lave, Jean and Etienne, Wenger. 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
Lawrence, C. Edward, Myra, K. Vachon, Donald, O. Leake, and Brenda, H. Leake. 2001. The marginal teacher: A step-by-step guide to fair procedures for identification and dismissal. Thousand Oaks, CA: Corwin Press.Google Scholar
Laycock, John and Piranya, Bunnag. 1991. Developing teacher self-awareness: Feedback and the use of video. English Language Teaching Journal, 45(1), 43–53.CrossRefGoogle Scholar
Lee, Elis and Loren, Lew. 2001. Diary studies: The voices of nonnative English speakers in a master of arts program in teaching English to speakers of other languages. CATESOL Journal, 13(1), 135–149.Google Scholar
Leech, Geoffrey N. 1983. Principles of pragmatics. New York: Longman.Google Scholar
Leinhart, G. and Greeno, J. G.. 1986. The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95.CrossRefGoogle Scholar
Lemma, Paulette. 1993. The cooperating teacher as supervisor: A case study. Journal of Curriculum and Supervision, 8(4), 329–342.Google Scholar
Leontiev, Alexander N. 1978. Activity, consciousness, personality. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Lewin, Kurt. 1946. Action research and minority problems. Journal of Social Issues, 2, 34–46.CrossRefGoogle Scholar
Lewis, Marcella, Pamela, Meadows, Alan, Seaman, Barry, Sweeny, and Marilyn, Sweeny. 1996. Mentoring for ESL teachers: A mentor training manual. Wheaton, IL: World Relief DePage.Google Scholar
Lewis, Marilyn. 1998. A study of feedback to language teachers. Prospect, A Journal of Australian TESOL, 13(1), 68–83.Google Scholar
Li, David C. S., Dino, Mahoney, and Jack, C. Richards (eds.). 1994. Exploring second language teacher development. Hong Kong: City Polytechnic of Hong Kong.Google Scholar
Leo, Lier. 1988. The classroom and the language learner: Ethnography and second language classroom research. London: Longman.Google Scholar
Leo, Lier. 1994. Action research. Sintagma, 6, 31–37.Google Scholar
Lier, Leo. 1995. Introducing language awareness. London: Penguin Books.Google Scholar
Lier, Leo. 1996. Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.Google Scholar
van Lier, Leo. 2000. From input to affordance: Social-interactive learning from an ecological perspective. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 245–259.Google Scholar
Lier, Leo. 2004. The ecology and semiotics of language learning. Boston: Kluwer Academic Publishers.CrossRefGoogle Scholar
Little, D. 1991. Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.Google Scholar
Liu, Dilin. 1999. Training non-native TESOL students: Challenges for teacher education in the west. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 197–210.Google Scholar
Liu, Dilin. 2000. Multiple-site practicum: Opportunities for diverse learning and teaching experiences. TESOL Journal, 9(1), 18–22.Google Scholar
Liu, Jun. 1999. From their own perspectives: The impact of non-native ESL professionals on their students. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 159–176.Google Scholar
Livingston, Samuel A. 1978. Setting standards of speaking proficiency. In John, L. D. Clark (ed.), Direct testing of speaking proficiency: Theory and application. Princeton, NJ: Educational Testing Service, 257–270.Google Scholar
Lnenicka, W. J. 1972. Are teaching assistants teachers?Improving College and University Teaching 20(2), 97.CrossRefGoogle Scholar
Long, Michael H. 1980. Inside the “black box”: Methodological issues in research on language teaching and learning. Language Learning, 30, 1, 1–42. Reprinted in Herbert, W. Seliger and Michael, H. Long (eds., 1983), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House, 3–36.Google Scholar
Long, Michael H., Leslie Adams, Marilyn McLean, and Fernando Castaños. 1976. Doing things with words: Verbal interaction in lockstep and small group classroom situations. In John, Fanselow and Ruth, Crymes (eds.), On TESOL 1976. Washington, DC: TESOL, 137–153.Google Scholar
Lortie, Dan C. 1975. Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
Lowenberg, Peter. 1990. Nativization and interlanguage in Standard English: Another look. In James, E. Alatis (ed.), Georgetown University Round Table on languages and linguistics 1990: Linguistics, language teaching and language acquisition: The interdependence of theory, practice and research. Washington, DC: Georgetown University Press, 157–168.Google Scholar
Ludwig, Jeanette. 1982. Native speaker judgments of second language learners' efforts at communication. Modern Language Journal, 66(3), 274–283.CrossRefGoogle Scholar
Luft, Joseph and Harry, Ingram. 1969. Of human interaction. New York: National Press Books.Google Scholar
Lunenberg, Mieke. 1999. New qualifying requirements for the mentoring of student teachers in the Netherlands. European Journal of Teacher Education, 22(2–3), 159–171.Google Scholar
Lyons, Nona (ed.). 1998. With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.Google Scholar
Malcolm, Ian G. 1991. “All right then, if you don't want to do that …”: Strategy and counter-strategy in classroom discourse management. Guidelines: A Periodical for Classroom Language Teachers, 13(2), 1–17.Google Scholar
Malderez, Angi and Caroline, Bodóczky. 1999. Mentor courses: A resource book for trainer-trainers. Cambridge: Cambridge University Press.Google Scholar
Mallam, Ugbo. 1994. A national research study on factors influencing faculty turnover at selected Nigerian colleges of technology/polytechnics. Higher Education, 27, 2, 229–238. Abstract retrieved July 24 from ERIC database.CrossRefGoogle Scholar
Mansour, Wisam. 1993. Towards developmental ELT supervision. English Teacher Forum, 31(3), 48–50.Google Scholar
Martinez, Kay. 1998. Supervision in preservice teacher education: Speaking the unspoken. International Journal of Leadership in Education, 1(3), 279–296.CrossRefGoogle Scholar
Martin-Kniep, Giselle O. 1999. Capturing the wisdom of practice: Professional portfolios for educators. Washington, DC: ASCD.Google Scholar
Maslach, Christina. 1982. Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Maslach, Christina and Jackson, S. E.. 1986. Maslach burnout inventory manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Master, Peter. 1990. The spoken English proficiency of international graduates from California MATESL programs. CATESOL Journal, 3(1), 101–104.Google Scholar
Master, Peter. 1983. The etiquette of observing. TESOL Quarterly, 17(3), 497–501.CrossRefGoogle Scholar
Matsuda, Aya and Paul, Kei Matsuda. 2001. Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers. CATESOL Journal, 13(1), 109–121.Google Scholar
Matsuda, Paul Kei. 1999. Teacher development through native speaker-nonnative speaker collaboration. TESOL Matters, 9(6), 1, 10.Google Scholar
Mattingly, Cheryl. 1991. Narrative reflections on practical actions: Two learning experiments in reflective storytelling. In Donald, A. Schön (ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press, 235–257.Google Scholar
McCabe, Anne. 2002. Narratives: A wellspring for development. In Julian, Edge (ed.), Continuing professional development: Some of our perspectives. Whitstable, UK: IATEFL, 71–79.Google Scholar
McCafferty, Steven G. 1994. Adult second language learners' use of private speech. Modern Language Journal, 78(4), 421–436.CrossRefGoogle Scholar
McDonough, Jo. 1994. A teacher looks at teachers' diaries. English Language Teaching Journal, 48(1), 57–65.CrossRefGoogle Scholar
McFaul, Shirley A. and James, M. Cooper. 1984. Peer clinical supervision: Theory vs. reality. Educational Leadership, 41(7), 4–9.Google Scholar
McGee, Jerry C. and Robert, Eaker. 1977. Clinical supervision and teacher anxiety: A collegial approach to the problem. Contemporary Education, 49(1), 24–28.Google Scholar
McGreal, Thomas L. 1988. Evaluation for enhancing instruction: Linking teacher evaluation and staff development. In Sarah, J. Stanley and James, W. Popham (eds.), Teacher evaluation: Six prescriptions for success. ASCD, 1–29.Google Scholar
McLaughlin, Maureen and Mary, Ellen Vogt. 1996. Portfolios in teacher education. Newark, DE: The International Reading Association.Google Scholar
McPherson, Pam. 1997. Action research: Exploring learner diversity. Prospect, A Journal of Australian TESOL, 12(1), 50–62.Google Scholar
Medgyes, Péter. 1999. Language training: A neglected area in teacher education. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 177–195.Google Scholar
Medgyes, Péter. 2001. When the teacher is a non-native speaker. In Marianne, Celce-Murcia (ed.), Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle, 415–427.Google Scholar
Medley, Donald M. and H. E. Mitzel. 1963. Measuring classroom behavior by systematic observation. In Nathan, L. Gage (ed.), Handbook of research on teaching. Chicago: Rand McNally, 247–328.Google Scholar
Milk, Robert D. 1990. Preparing ESL and bilingual teachers for changing roles: Immersion for teachers of LEP children. TESOL Quarterly, 24, 3, 407–425.CrossRefGoogle Scholar
Mingucci, M. 1999. Action research in ESL staff development. TESOL Matters, 9(2), 16.Google Scholar
Mosher, Ralph L. and David, E. Purpel. 1972. Supervision: The reluctant profession. New York: Houghton Mifflin.Google Scholar
Moskowitz, Gertrude. 1966. Toward human relations in supervision. Bulletin of the National Association of Secondary School Principals, 50(314), 98–114.CrossRefGoogle Scholar
Moskowitz, Gertrude. 1968. The effects of training foreign language teachers in Interaction Analysis. Foreign Language Annals, 1(3), 218–235.CrossRefGoogle Scholar
Moskowitz, Gertrude. 1971. Interaction analysis: A modern language for supervisors. Foreign Language Annals, 5(2), 211–221.CrossRefGoogle Scholar
Munro, Petra M. 1991. Supervision: What's imposition got to do with it?Journal of Curriculum and Supervision, 7(1), 77–89.Google Scholar
Murdoch, George. 1998. A progressive teacher evaluation system [Electronic version]. The English Teaching Forum, 36(3), 2–11.Google Scholar
Murdoch, George. 2000. Introducing a teacher-supportive evaluation system. English Language Teaching Journal, 54(1), 54–64.CrossRefGoogle Scholar
Murphey, Tim. 2000. Becoming contributing professionals: Nonnative-English-speaking teachers in an EFL environment. In Karen, E. Johnson (ed.), Teacher education. Alexandria, VA: TESOL, 105–117.Google Scholar
Murphy, John M. 1992. An etiquette for the nonsupervisory observation of L2 classrooms. Foreign Language Annals, 25(3), 215–225.CrossRefGoogle Scholar
Murphy-O'Dwyer, , Lynette, M. 1996. Putting the T in TESOL. TESOL Matters, 6(2), 21.Google Scholar
Nerenz, Anne G. and Constance, Knop. 1982. A time-based approach to the study of teacher effectiveness. Modern Language Journal, 66(3), 243–254.CrossRefGoogle Scholar
Nixon, Jon (ed.). 1981. A teacher's guide to action research: Evaluation, enquiry and development in the classroom. London: Grant McIntyre, 35–51.Google Scholar
Nolan, James F. and Keith, Hillkirk. 1991. The effects of a reflective coaching project for veteran teachers. Journal of Curriculum and Supervision, 7(1), 62–76.Google Scholar
Nolan, Jim, Brent, Hawkes, and Pam, Francis. 1993. Case studies: Windows onto clinical supervision. Educational Leadership, 51(2), 52–56.Google Scholar
Nolan, Jim and Tania, Huber. 1989. Nurturing the reflective practitioner through instructional supervision: A review of the literature. Journal of Curriculum and Supervision, 4(2), 126–145.Google Scholar
Numrich, Carol. 1996. On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131–151.CrossRefGoogle Scholar
Nunan, David. 1988. The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Nunan, David. 1990. Action research in the language classroom. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 62–81.Google Scholar
Nunan, David. 1992a. The teacher as decision-maker. In John, Flowerdew, Mark, N. Brock, and Sophie, Hsia (eds.), Perspectives on second language teacher education. Hong Kong: City Polytechnic of Hong Kong, 133–165.Google Scholar
Nunan, David (ed.). 1992b. Collaborative language learning and teaching. Cambridge: Cambridge University Press.Google Scholar
Nunan, David. 1993. Action research in language education. In Julian, Edge and Keith, Richards (eds.), Teachers develop teachers research: Papers on classroom research and teacher development. Oxford: Heinemann, 39–50.Google Scholar
Nunan, David. 1996. Hidden voices: Insider's perspectives on classroom interaction. In Kathleen, M. Bailey and David, Nunan (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 41–56.Google Scholar
Nunan, David. 1999a. So you think that language teaching is a profession? (Part 1). TESOL Matters, 9(4), 3.Google Scholar
Nunan, David. 1999b. So you think that language teaching is a profession? (Part 2). TESOL Matters, 9(3), 3.Google Scholar
Nunan, David and Clarice, Lamb. 1996. The self-directed teacher: Managing the learning process. Cambridge: Cambridge University Press.Google Scholar
Nyikos, Martha and Reiko, Hashimoto. 1997. Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. Modern Language Journal, 81(4), 506–517.CrossRefGoogle Scholar
Oates, J. C. 1990. Excerpts from a journal: July 1989. Georgia Review, 44(1 & 2), 121–134.Google Scholar
Ohta, Amy Snyder. 2000. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 51–78.Google Scholar
Oja, Sharon Nodie and Lisa, Smulyan. 1989. Collaborative action research: A developmental approach. London: The Falmer Press.Google Scholar
Okeafor, Karen R. and Marybeth, G. Poole. 1992. Instructional supervision and the avoidance process. Journal of Curriculum and Supervision, 7(4), 372–392.Google Scholar
Olshtain, Elite and Irit, Kupferberg. 1998. Reflective-narrative discourse of FL teachers exhibits professional knowledge. Language Teaching Research, 2(3), 185–202.CrossRefGoogle Scholar
Olson, J. K. 1982. Dilemmas of supervision: Teacher perspectives. Teacher Education, 20(1), 74–81.Google Scholar
Olson, M. W. 1991. Portfolios: Educational tools (research into practice). Reading Psychology, 12(1), 73–80.Google Scholar
Omaggio, Alice C. 1982. The relationship between personalized classroom talk and teacher effectiveness ratings: Some research results. Foreign Language Annals, 14(4), 255–269.CrossRefGoogle Scholar
Neal, O' S. 1983. Supervision of student teachers: Feedback and evaluation. Report no. 9047. Clinical teacher education – pre-service. Austin: University of Texas.Google Scholar
Oprandy, Robert. 1999. Exploring with a supervisor. In Jerry, G. Gebhard and Robert, Oprandy (eds.), Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 99–121.Google Scholar
Osburne, Andrea G. 1989. Situational leadership and teacher education. System, 17(3), 409–420.CrossRefGoogle Scholar
Osunde, Edgerton O. 1999. Understanding student teaching: Case studies of experience and suggestions for survival. Lanham, MD: University Press of America.Google Scholar
Pajak, Edward. 1990. Dimensions of supervision. Educational Leadership, 48(1), 78–81.Google Scholar
Pajak, Edward. 1993. Approaches to clinical supervision: Alternatives for improving instruction. Norwood, MA: Christopher-Gordon Publishers.Google Scholar
Pennington, Martha C. 1989. Directions for faculty evaluation in language education. Language, Culture and Curriculum, 2(3), 167–193.CrossRefGoogle Scholar
Pennington, Martha C. 1990. A professional development focus for the language teaching practicum. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 132–151.Google Scholar
Pennington, Martha C. 1995. The teacher change cycle. TESOL Quarterly, 29(4), 705–731.CrossRefGoogle Scholar
Pennington, Martha C. 1996. When input becomes intake. In Donald, Freeman and Jack, Richards (eds.), Teacher learning in language teaching. New York: Cambridge University Press, 320–348.Google Scholar
Pennington, Martha C. and Belinda, Ho. 1995. Do ESL educators suffer from burnout?Prospect, A Journal of Australian TESOL, 10(1), 4–53.Google Scholar
Pennington, Martha C. and Jack, C. Richards. 1997. Reorienting the teaching universe: The experience of five first-year English teachers in Hong Kong. Language Teaching Research, 1(2), 149–178.CrossRefGoogle Scholar
Pennington, Martha C. and Aileen, L. Young. 1989. Approaches to faculty evaluation for ESL. TESOL Quarterly, 23(4), 619–646.CrossRefGoogle Scholar
Pennycook, Alastair. 1997. Cultural alternatives and autonomy. In Phil, Benson and Peter, Voller (eds.), Autonomy and independence in language learning. London: Longman, 35–53.Google Scholar
Peterson, Penelope L. and Christopher, M. Clark. 1978. Teachers' reports of their cognitive processes. American Educational Research Journal, 15(4), 555–565.CrossRefGoogle Scholar
Pfeffer, Jeffrey. 1992. Managing with power: Politics and influence in organizations. Boston: Harvard Business School Press.Google Scholar
Phillipson, Robert 1992. Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Pierce, Lorraine Valdez. 1988. Peer coaching: An innovative approach to staff development. NCBE Forum, 11(3), 1, 6.Google Scholar
Pike, Graham and David, Selby. 1988. Global teacher, global learner. London: Hodder & Stoughton.Google Scholar
Plaister, Ted. 1993. ESOL case studies: The real world of L2 teaching and administration. Englewood Cliffs, NJ: Regents/Prentice Hall.Google Scholar
Plakans, Barbara S. 1997. Undergraduates' experiences with and attitudes toward international teaching assistants. TESOL Quarterly, 31(1), 95–119.CrossRefGoogle Scholar
Polio, Charlene and Carol, Wilson-Duffy. 1998. Teaching ESL in an unfamiliar context: International students in a North American MA TESOL practicum. TESOL Journal, 7(4), 24–29.Google Scholar
Politzer, Robert L. 1970. Some reflections on “good” and “bad” language teaching behaviors. Language Learning, 20, 31–43.CrossRefGoogle Scholar
Politzer, Robert L. and Weiss, L.. 1970. The successful foreign language teacher. Philadelphia: The Center for Curriculum Development.Google Scholar
Poole, Wendy L. 1994. Removing the “super” from supervision. Journal of Curriculum and Supervision, 9(3), 284–309.Google Scholar
Popham, W. James. 1988. The dysfunctional marriage of formative and summative teacher evaluation. Journal of Personnel Evaluation in Education, 1, 269–273.Google Scholar
Porter, Carol and Janell, Cleland. 1995. The portfolio as a learning strategy. Portsmouth, NH: Boynton/Cook Publishers.Google Scholar
Powell, Garry. 1999. How to avoid being the fly on the wall. The Teacher Trainer, 13(1), 3–4.Google Scholar
Pugh, S. L. 1996. Critical reading and reasoning in the content areas. Unpublished course syllabus, Indiana University.
Quirke, Phil. 1996. Using unseen observations for an IST development program. The Teacher Trainer, 10(1), 18–20.Google Scholar
Reeser, Clayton. 1973. Management: Functions and modern concepts. Chicago: Scott, Foresman.Google Scholar
Reichelt, Melinda. 2000. Case studies in L2 teacher education. ELT Journal, 54(4), 346–353.CrossRefGoogle Scholar
Retallick, J. 1990. Clinical supervision and the structure of communication. Education Action, 1(2), 14–32.Google Scholar
Rhodes, Nancy C. and Audrey, L. Heining-Boynton. 1993. Teacher training with a twist: A collaborative project in North Carolina. Foreign Language Annals, 26(2), 155–170.CrossRefGoogle Scholar
Richards, Jack C. 1990a. The language teaching matrix. Cambridge: Cambridge University Press, 118–143.CrossRefGoogle Scholar
Richards, Jack C. 1990b. The dilemma of teacher education in second language teaching. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 3–15.Google Scholar
Richards, Jack C. (ed.). 1998. Teaching in action: Case studies from second language classrooms. Alexandria, VA: TESOL.Google Scholar
Richards, Jack C. and Graham, Crookes. 1988. The practicum in TESOL. TESOL Quarterly, 22(1), 9–27.CrossRefGoogle Scholar
Richards, Jack C. and Charles, Lockhart. 1994. Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Richards, Jack C. and David, Nunan. 1990. Second language teacher education. New York: Cambridge University Press.Google Scholar
Richards, Keith. 2002. TRUST: A management perspective on CPD. In Julian, Edge (ed.), Continuing professional development: Some of our perspectives. Whitstable, UK: IATEFL, 71–79.Google Scholar
Rinvolucri, Mario. 1981. Resistance to change on in-service teacher training courses. Recherches et Echanges, 6(1), 45–52.Google Scholar
Rogers, Carmen Villegas. 1987. Improving the performance of teaching assistants in the multi-section classroom. Foreign Language Annals, 20(5), 403–410.CrossRefGoogle Scholar
Rokeach, Milton. 1971. Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey Bass.Google Scholar
Rooney, Joanne. 1993. Teacher evaluation: No more “super”vision. Educational Leadership, 51(2), 43–44.Google Scholar
Rosencranz, Howard A. and Bruce J. Biddle. 1964. The role approach to teacher competence. In Bruce, J. Biddle and William, J. Ellena (eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 232–263.Google Scholar
Rosenshine, Barak V. 1971. New directions for research on teaching. In How teachers make a difference. U.S. Department of Health, Education, and Welfare, Catalogue number HE 5.258: 58044, 69–95.Google Scholar
Rosenshine, Barak V. and Norma Furst. 1973. The use of direct observation to study teaching. In Robert, M. W. Travers (ed.), Handbook of research on teaching (2nd ed.).Chicago: Rand McNally, 122–183.Google Scholar
Rounds, Patricia L. 1987. Characterizing successful classroom discourse for NNS teaching assistant training. TESOL Quarterly, 21(4), 643–671.CrossRefGoogle Scholar
Rowley, James B. and Patricia, M. Hart. 1996. How video case studies can promote reflective dialogue. Educational Leadership, 53(6), 28–29.Google Scholar
Rueda, Robert. 1998. Standards for professional development: A sociocultural perspective. (Research Brief No. 2). Santa Cruz, CA: University of California, Center for Research on Education, Diversity and Excellence.Google Scholar
Samimy, Keiko K. and Janina Brutt-Griffler. 1999. To be a native or a non-native speaker: Perceptions of “non-native” students in a graduate TESOL program. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 127–144.Google Scholar
Saraswathi, V. 1991. Coping with teacher resistance: Insights from INSET programmes. In Eugenius, Sadtono (ed.), Language teacher education in a fast changing world. Singapore: Regional Language Centre (Anthology Series 29), 75–87.Google Scholar
Savage, Deborah A. and Paul L. Robertson. 1999. The maintenance of professional authority: The case of physicians and hospitals in the United States. In Paul, L. Robertson (ed.), Authority and control in modern industry: Theoretical and empirical perspectives. London: Routledge, 155–172.Google Scholar
Schmidt, Richard. 1995. Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Richard, Schmidt (ed.), Attention and awareness in foreign language learning (Technical Report #9). Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 1–63.Google Scholar
Schmidt, Richard and Sylvia Nagem Frota. 1986. Developing conversational ability in a second language: A case study of an adult learner of Portuguese. In Richard, R. Day (ed.), Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House, 237–326.Google Scholar
Schön, Donald A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
Schön, Donald A. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.Google Scholar
Schön, Donald A. (ed.). 1991. Introduction. In Donald, A. Schön (ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press, 1–11.Google Scholar
Schwebel, Sara L., David, C. Schwebel, Bernice, L. Schwebel, and Carol, R. Schwebel. 2002. The student teacher's handbook (4th ed.). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Seaman, Alan, Barry, Sweeny, Pamela, Meadows, and Marilyn, Sweeny. 1997. Collaboration, reflection, and professional growth: A mentoring program for adult ESL teachers. TESOL Journal, 7(1), 31–34.Google Scholar
Sergiovanni, Thomas J. 1977. Reforming teacher evaluation: Naturalistic alternatives. Educational Leadership, 34(8), 602–607.Google Scholar
Sergiovanni, Thomas J. 1982. Toward a theory of supervisory practice: Integrating scientific, clinical, and artistic views. In Thomas, J. Sergiovanni (ed.), Supervision of teaching. Alexandria, VA: ASCD, 67–80.Google Scholar
Sergiovanni, Thomas J. 1984. Expanding conceptions of inquiry and practice in supervision and evaluation. Educational Evaluation and Policy Analysis, 6(4), 355–365.CrossRefGoogle Scholar
Sergiovanni, Thomas J. 1985. Landscapes, mindscapes, and reflective practice in supervision. Journal of Curriculum and Supervision, 1(1), 5–17.Google Scholar
Sergiovanni, Thomas J. 1986. A theory of practice for clinical supervision. In John, W. Smyth (ed.), Learning about teaching through clinical supervision. London: Croom Helm, 37–58.Google Scholar
Sergiovanni, Thomas J. 1989. Science and scientism in supervision and teaching. Journal of Curriculum and Supervision, 4(2), 93–105.Google Scholar
Shapiro, Phyllis P. and Agnes, Teresa Sheehan. 1986. The supervision of student teachers: A new diagnostic tool. Journal of Teacher Education, 37(6), 35–39.CrossRefGoogle Scholar
Shavelson, Richard. 1973. The basic teaching skill: Decision making. R & D Memorandum No. 104, Stanford, CA: Stanford University, School of Education.Google Scholar
Shaw, Peter A. 1979. Handling a language component in a teacher training course. In Susan, Holden (ed.), Teacher Training (special issue No. 3 of Modern English Teacher). London: Modern English Publications, 12–15.Google Scholar
Shea, Catherine and Carolyn, Babione. 2001. The electronic enhancement of supervision project (EESP). In Growing partnerships for rural special education: Conference proceedings. San Diego, CA. Abstract retrieved July 24, 2002 from ERIC database.Google Scholar
Sheal, Peter. 1989. Classroom observation: Training the observers. English Language Teaching Journal, 43(2), 92–103.CrossRefGoogle Scholar
Showers, Beverly. 1985. Teachers coaching teachers. Educational Leadership, 42 (7), 43–48.Google Scholar
Showers, Beverly and Bruce, R. Joyce. 1996. The evolution of peer coaching. Educational Leadership, 53(6), 12–16.Google Scholar
Shrigley, Robert L. and Ronald, A. Walker. 1981. Positive verbal response patterns: A model for successful supervisor-teacher conferences. School, Science and Mathematics, 81(7), 560–562.CrossRefGoogle Scholar
Shulman, Lee S. 1992. Toward a pedagogy of cases. In Judith, H. Shulman (ed.), Case methods in teacher education. New York: Teachers College Press, 1–30.Google Scholar
Slimani, Assia. 1987. The teaching/learning relationship: Learning opportunities and the problem of uptake – an Algerian case study. Unpublished doctoral dissertation, University of Lancaster, UK.
Smith, Jan, Nancy Stenson, and K. A. Winkler. 1980. Toward more effective teacher observation and evaluation. Paper presented at the 1980 TESOL Convention, San Francisco.
Soppelsa, Elizabeth F. 1997. Empowerment of faculty. In Mary, Ann Christison and Fredricka, L. Stoller (eds.), A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers, 123–141.Google Scholar
Stanley, Claire. 1995. Teacher supervision and reflectivity: A relational and interactional process. Unpublished doctoral dissertation, Lesley College, Cambridge, MA.
Stanley, Claire. 1998. A framework for teacher reflectivity. TESOL Quarterly, 32(3), 584–591.CrossRefGoogle Scholar
Stenson, Nancy, Jan Smith, and William Perry. 1979. Videotape and the training and evaluation of language teachers. Paper presented at the 1979 TESOL Convention, Boston, MA.
Stodolsky, Susan S. 1984. Teacher evaluation: The limits of looking. Educational Researcher, 13, 11–22.CrossRefGoogle Scholar
Stoller, Fredricka L. 1996. Teacher supervision: Moving towards an interactive approach. English Teacher Forum, 34, 2–9.Google Scholar
Stones, Edgar. 1987. Teaching practice supervision: Bridge between theory and practice. European Journal of Teacher Education, 10(1), 67–79.CrossRefGoogle Scholar
Strevens, Peter. 1989. The achievement of excellence in language teaching. In John, H. Esling (ed.), Multicultural education and policy: ESL in the 1990's. Toronto: Ontario Institute for Studies in Education, 73–87.Google Scholar
Stronge, James H. (ed.). 1997. Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press.Google Scholar
Sturman, Peter. 1992. Team teaching: A case study from Japan. In David, Nunan (ed.), Collaborative language learning and teaching. Cambridge: Cambridge University Press, 141–161.Google Scholar
Sukwiwat, Mayuri and Larry E. Smith. 1981. TESOL and training non-native English speakers: Are M.A. teacher education programs getting the job done? In Janet, C. Fisher, Mark, A. Clarke, and Jacquelyn, Schachter (eds.), On TESOL '80 – Building bridges: Research and practice in teaching English as a second language. Washington, DC: TESOL, 3–14.Google Scholar
Sullivan, Susan and Jeffrey, Glanz. 2000. Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press.Google Scholar
Swan, June. 1993. Metaphor in action: The observation schedule in a reflective approach to teacher education. English Language Teaching Journal, 47(3), 242–249.CrossRefGoogle Scholar
Tajino, Akira and Yasuko, Tajino. 2000. Native and non-native: What can they offer? Lessons from team-teaching in Japan. English Language Teaching Journal, 54(1), 3–11.CrossRefGoogle Scholar
Tanner, R., Longayroux, D., Beijaard, D., and Verloop, N.. 2000. Piloting portfolios: Using portfolios in pre-service teacher education. ELT Journal, 54(1), 20–30.CrossRefGoogle Scholar
Taska, Betty K. 1975. Teacher training for the non-native speaker in francophone Africa. In Ruth, Crymes and William, E. Norris (eds.), On TESOL '74. Washington, DC: TESOL, 67–72.Google Scholar
Telatnik, Mary Ann. 1978. The intensive journal as self-evaluative instrument. Paper presented at the 1978 Annual TESOL Convention, Mexico City.
Terry, Robert M. 1992. Improving inter-rater reliability in scoring tests in multisection courses. In Joel, C. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 229–262.Google Scholar
Thomas, Jacinta. 1999. Voices from the periphery: Non-native teachers and issues of credibility. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 5–13.Google Scholar
Thomson, W. Scott and Parmalee, P. Hawk. 1996. Project dist-ed: Teleconferencing as a means of supporting and assisting beginning teachers. Action in Teacher Education, 17(4), 9–17.CrossRefGoogle Scholar
Tinker Sachs, Gertrude. 2002. Learning Cantonese: Reflections of an EFL teacher educator. In David, C. S. Li (ed.), Discourses in search of members: In honor of Ron Scollon. Lanham, MD: University Press of America, 509–540.Google Scholar
Sachs, Gertrude, Mark, N. Brock, and Regina, Lo. 1996. Directions in second language teacher education. Hong Kong: City University of Hong Kong.Google Scholar
Tinker Sachs, Gertrude, Julia, Cheung, Dorothy, Pang, and Mary, Wong. 1998. Transforming the supervision of English language teachers in Hong Kong. Asia Pacific Journal of Language in Education, 1(2), 102–128.Google Scholar
Tisher, Richard P. 1984. Teacher induction: An international perspective on provisions and research. In Lillian, G. Katz and James, D. Roths (eds.), Advances in teacher education, Volume 1. Norwood, NJ: Ablex, 113–123.Google Scholar
Tracy, Saundra J. and Robert, H. MacNaughton. 1989. Clinical supervision and the emerging conflict between the neo-traditionalists and the neo-progressives. Journal of Curriculum and Supervision 4(3), 246–256.Google Scholar
Underhill, Adrian. 1992. The role of groups in developing teacher self-awareness. ELT Journal, 46(1), 71–80.CrossRefGoogle Scholar
Van, Berg, Rudolf, Peter Sleegers, and Femke, Geijsel. 2001. Teachers' concerns about adaptive teaching: Evaluation of a support program. Journal of Curriculum and Supervision, 16(3), 245–258.Google Scholar
Linda, Wagenen and Michael, K. Hibbard. 1998. Building teacher portfolios. Educational Leadership, 55(5), 26–29.Google Scholar
Venn, Martha L., Larry, R. Moore, and Philip, L. Gunter, 2000–2001. Using audio/video conferencing to observe field-based practices of rural teachers. Rural Educator, 22(2), 24–27.Google Scholar
Verity, Deryn P. 2000. Side affects: The strategic development of professional satisfaction. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 179–197.Google Scholar
Vigil, N. A. and Oller, J. W.. 1976. Rule fossilization: A tentative model. Language Learning, 26, 281–295.CrossRefGoogle Scholar
Vygotsky, Lev S. 1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
Wagner, Laura A. 1985. Ambiguities and possibilities in California's mentor teacher program. Educational Leadership, 43, 23–29.Google Scholar
Waite, Duncan. 1992a. Supervisors' talk: Making sense of conferences from an anthropological linguistic perspective. Journal of Curriculum and Supervision, 7(4), 349–371.Google Scholar
Waite, Duncan. 1992b. Instructional supervision from a situational perspective. Teaching & Teacher Education, 8(4), 319–332.CrossRefGoogle Scholar
Waite, Duncan. 1993. Teachers in conference: A qualitative study of teacher-supervisor face-to-face interactions. American Educational Research Journal, 30(4), 675–702.CrossRefGoogle Scholar
Waite, Duncan. 1995. Teacher resistance in a supervision conference. In David, Corson (ed.), Discourse and power in educational organizations. Cresskill, NJ: Hampton Press, 71–86.Google Scholar
Wajnryb, Ruth. 1986. Learning to teach – The place of self-evaluation. TESL Reporter, 19(4), 69–73.Google Scholar
Wajnryb, Ruth. 1992. The lightbulb has to want to change: Supervision as a collaborative process. TESOL in Context, 2(1), 6–8.Google Scholar
Wajnryb, Ruth. 1994a. The pragmatics of feedback: A study of mitigation in the supervisory discourse of TESOL teacher educators. Unpublished doctoral dissertation, Macquarie University, Sydney, NSW, Australia.
Wajnryb, Ruth. 1994b. Pragmatics and supervisory discourse: Matching method and purpose. Prospect, A Journal of Australian TESOL, 9(1), 29–38.Google Scholar
Wajnryb, Ruth. 1995a. Teachers' perceptions of mitigation in supervisory discourse: A report of a pilot study. South Pacific Journal of Teacher Education, 23(1), 71–82.CrossRefGoogle Scholar
Wajnryb, Ruth. 1995b. The perception of criticism: One trainee's experience. ELICOS Association Journal, 13(1), 54–68.Google Scholar
Wajnryb, Ruth. 1998. Telling it like it isn't – exploring an instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29, 531–544.CrossRefGoogle Scholar
Walen, Elizabeth and Mimi, DeRose. 1993. The power of peer appraisals. Educational Leadership, 51(2), 45–48.Google Scholar
Wallace, Michael J. 1979. Microteaching and the teaching of English as a second or foreign language in teacher training institutions. Edinburgh: Scottish Centre of Education Overseas.Google Scholar
Wallace, Michael J. 1981. The use of video in EFL teacher training. ELT documents 110 – Focus on the teacher: Communicative approaches to teacher training. London: The British Council, 7–21.Google Scholar
Wallace, Michael J. 1991. Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.Google Scholar
Wallace, Michael J. 1998. Action research for language teachers. Cambridge: Cambridge University Press.
Wallace, Michael J. 2000. The case for case studies. IATEFL Research SIG and Teacher Development SIG Newsletter: Special Joint Issue. June, 12–18.Google Scholar
Wallace, Michael and David, Woolger. 1991. Improving the ELT supervisory dialogue: The Sri Lanka experience. English Language Teaching Journal, 45(4), 320–327.CrossRefGoogle Scholar
Walz, Garry R. and Edward, C. Roeber. 1962. Supervisors' reactions to a counseling interview. Counselor Education and Supervision, 2(1), 2–7.CrossRefGoogle Scholar
Walz, Joel D. (ed.). 1992. Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle.Google Scholar
Watson-Gegeo, Karen. 1988. Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575–592.CrossRefGoogle Scholar
Weinstein, Carol Simon. 1989. Case studies of extended teacher preparation. In Anita, E. Woolfolk (ed.), Research perspectives on the graduate preparation of teachers. Englewood Cliffs, NJ: Prentice Hall, 30–50.Google Scholar
Welskopp, Thomas. 1999. Class structures and the firm: The interplay of workplace and industrial relations in large capitalist enterprises. Robertson, Paul L. (ed.), Authority and control in modern industry: Theoretical and empirical perspectives. London: Routledge, 73–119.CrossRefGoogle Scholar
Wenger, Etienne. 1998. Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.CrossRefGoogle Scholar
Wenzlaff, Terri L. and Katherine, E. Cummings. 1996. The portfolio as metaphor for teacher reflection. Contemporary Education, 67(2), 109–112.Google Scholar
Wertsch, James V. 1991. Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.Google Scholar
Wertsch, James V., Pablo, del Río, and Amelia, Alvarez (eds.). 1995. Sociocultural studies of mind. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Westerman, Delores. 1991. Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292–305.CrossRefGoogle Scholar
Wheeless, L. R. and Grotz, J. 1977. The measurement of trust and its relationship to self-disclosure. Human Communication Research, 4, 143–157.CrossRefGoogle Scholar
White, Ron, Mervyn, Martin, Mike, Stimpson, and Robert, Hodge. 1991. Management in English language teaching. New York: Cambridge University Press.Google Scholar
Wiles, Kimball. 1967. Supervision for better schools (final ed.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Wilkin, Margaret. 1992. On the cusp – from supervision to mentoring in initial teacher training. Cambridge Journal of Education, 22(1), 79–90.CrossRefGoogle Scholar
Williams, Marion. 1989. A developmental view of classroom observation. English Language Teaching Journal, 43(2), 85–91.CrossRefGoogle Scholar
Winer, Lise. 1992. Spinach to chocolate: Changing awareness and attitudes in ESL writing teachers. TESOL Quarterly, 26(1), 57–80.CrossRefGoogle Scholar
Wise, Arthur E., Linda, Darling-Hammond, Milbrey, W. McLaughlin, and Harriet, T. Bernstein. 1984. Case studies for teacher evaluation: A study of effective practices. Santa Monica, CA: Rand Corporation.Google Scholar
Wolf, Kenneth. 1996. Developing an effective teaching portfolio. Educational Leadership, 53(6), 34–37.Google Scholar
Wolfe-Quintero, Kate and James, Dean Brown. 1998. Teacher portfolios. TESOL Journal, 7(6), 24–27.Google Scholar
Woods, Devon. 1989. Studying ESL teachers' decision-making: Rationale, methodological issues, and initial results. Carleton Papers in Applied Language Studies. Ottawa: Carleton University.Google Scholar
Woods, Devon. 1996. Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice. Cambridge: Cambridge University Press.Google Scholar
Yeung, Ka Wah and David Watkins. 1998. Assessing student teachers' professional self-esteem: A Hong Kong construct validation study. Unpublished PhD thesis, University of Hong Kong. Abstract retrieved July 23, 2002, from ERIC database.
Yu, Ren Dong. 2000. Learning to see diverse students through reflective teaching portfolios. In Karen, E. Johnson (ed.), Teacher education. Alexandria, VA: TESOL, 137–153.Google Scholar
Zahorik, John A. 1988. The observing-conferencing role of university supervisors. Journal of Teacher Education, 39(2), 9–16.CrossRefGoogle Scholar
Zahorik, John A. 1992. Perspectives and imperatives: Good teaching and supervision. Journal of Curriculum and Supervision, 7(4), 393–404.Google Scholar
Zeichner, Kenneth M. and Daniel, P. Liston. 1985. Varieties of discourse in supervisory conferences. Teaching and Teacher Education, 1(2), 155–174.CrossRefGoogle Scholar
Zeichner, Kenneth M. and Daniel, P. Liston. 1987. Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–47.CrossRefGoogle Scholar
Zeichner, Kenneth M. and Daniel, P. Liston. 1996. Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Zepeda, Sally J. and Judith, A. Ponticell. 1998. At cross-purposes: What do teachers need, want, and get from supervision?Journal of Curriculum and Supervision, 14(1), 68–87.Google Scholar
Zuck, Joyce Gilmour. 1984. Comments on Peter Master's “the etiquette of observing.”TESOL Quarterly, 17(4), 337–341.CrossRefGoogle Scholar
Abbott, Suzanne and Ralph, M. Carter. 1985. Clinical supervision and the foreign language teacher. Foreign Language Annals, 18(1), 25–29.CrossRefGoogle Scholar
Abrell, Ronald. 1974. The humanistic supervisor enhances growth and improves instruction. Educational Leadership, 32(3), 212–216.Google Scholar
Acheson, Keith A. and Meredith, Damien Gall. 1997. Techniques in the clinical supervision of teachers: Preservice and inservice applications (4th ed.). New York: Longman.Google Scholar
Ackerman, Richard, Patricia, Maslin-Ostrowski, and Chuck, Christensen. 1996. Case stories: Telling tales about school. Educational Leadership, 53(6), 21–23.Google Scholar
Alfonso, Robert J. 1977. Will peer supervision work?Educational Leadership, 34(8), 594–601.Google Scholar
Alfonso, Robert J., Gerald, Firth, and Richard, Neville. 1984. The supervisory skill mix. Educational Leadership, 41(7), 16–18.Google Scholar
Allan, Margaret S. 1991. Preparing for interactive video. ELT Journal, 45(1), 54–60.CrossRefGoogle Scholar
Allen, Patrick, Maria Fröhlich, and Nina Spada. 1984. The communicative orientation of language teaching: An observation scheme. In Jean, Handscombe, Richard, A. Orem, and Barry, P. Taylor (eds.), On TESOL '83: The question of control. Washington, DC: TESOL, 231–252.Google Scholar
Allwright, Dick. 1988. Observation in the language classroom. New York: Longman.Google Scholar
Allwright, Dick and Kathleen, M. Bailey. 1991. Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.Google Scholar
Allwright, Richard L. 1980. Turns, topics and tasks: Patterns of participation in language learning and teaching. In Diane, Larsen-Freeman (ed.), Discourse analysis in second language research. Rowley, MA: Newbury House, 165–187.Google Scholar
Amin, Nuzhat. 2001. Nativism, the native speaker construct, and minority immigrant women teachers of English as a second language. CATESOL Journal, 13(1), 89–107.Google Scholar
Anderson, Robert H. 1982. Creating a future for supervision. In Thomas, Sergiovanni (ed.), Supervision of teaching. Alexander, VA: ASCD, 181– 190.Google Scholar
Appel, Gabriela and James, P. Lantolf. 1994. Speaking as mediation: A study of L1 and L2 recall tasks. Modern Language Journal, 78(4), 437–452.CrossRefGoogle Scholar
Appel, Joachim. 1995. Diary of a language teacher. Oxford: Heinemann.Google Scholar
Bachman, Lyle F. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.Google Scholar
Bailey, Kathleen M. 1984. A typology of teaching assistants. In Kathleen, M.Bailey, Frank Pialorsi, and Jean, Zukowski Faust (eds.), Foreign teaching assistants in U.S. universities. Washington, DC: National Association for Foreign Student Affairs (NAFSA), 110–125.Google Scholar
Bailey, Kathleen M. 1990. The use of diary studies in teacher education programs. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 215–226.Google Scholar
Bailey, Kathleen M. 1992. The processes of innovation in language teacher development: What, why and how teachers change. In John, Flowerdew, Mark, N. Brock, and Sophie, Hsia (eds.), Perspectives on second language teacher development. Hong Kong: City Polytechnic of Hong Kong, 253–282.Google Scholar
Bailey, Kathleen M. 1996. The best laid plans: Teachers' in-class decisions to depart from their lesson plans. In Kathleen, M. Bailey and David, Nunan (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 15–40.Google Scholar
Bailey, Kathleen M. 1997. Reflective teaching: Situating our stories. Asian Journal of English Language Teaching, 7(1), 1–19.Google Scholar
Bailey, Kathleen M. 2001a. Observation. In David, Nunan and Ron, Carter (eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 114–119.Google Scholar
Bailey, Kathleen M. 2001b. Action research, teacher research, and classroom research in language learning. In Marianne, Celce-Murcia (ed.), Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle, 489–498.Google Scholar
Bailey, Kathleen M., Andy, Curtis, and David, Nunan. 1998. Undeniable insights: The collaborative use of three professional development practices. TESOL Quarterly, 32, 3, 546–556.CrossRefGoogle Scholar
Bailey, Kathleen M., Andy, Curtis, and David, Nunan. 2001. Pursuing professional development: The self as source. Boston: Heinle & Heinle.Google Scholar
Bailey, Kathleen M., Ted L. Dale, and Benjamin Squire. 1992. Some reflections on collaborative language teaching. In David, Nunan (ed.), Collaborative language teaching and learning. Cambridge: Cambridge University Press, 162–178.Google Scholar
Barduhn, Susan. 1989. When the cost of caring is too high. IATEFL Teacher Development Newsletter, 11, 1–3.Google Scholar
Barker, J. A. 1992. Future edge: Discovering new paradigms of success. New York: William Morrow.Google Scholar
Barnett, Marva A. and Robert Francis Cook. 1992. The seamless web: Developing teaching assistants as professionals. In Joel, D. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 85–111.Google Scholar
Bartlett, Leo. 1990. Teacher development through reflective teaching. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 202–214.Google Scholar
Bastidas, Jesú s A. 1996. The teaching portfolio: A tool to become a reflective teacher. English Teaching Forum, 34, July/October, 24–28.Google Scholar
Bateson, Gregory. 1972. Steps to an ecology of mind: A revolutionary approach to man's understanding of himself. New York: Ballantine Books.Google Scholar
Batey, John and David Westgate. 1994. Video action replay. In Antony, Peck and David, Westgate (eds.), Language teaching in the mirror. London: Centre for Information on Language Teaching and Research, 37–41.Google Scholar
Battersby, David. 1984a. The first year of teaching: A grounded theory – part I. The Australian Journal of Teacher Education, 9 (1), 11–29.Google Scholar
Battersby, David. 1984b. The first year of teaching: A grounded theory – part II. The Australian Journal of Teacher Education, 9(2), 76–90.Google Scholar
Beebe, Leslie and Tomoko Takahashi. 1989. Sociolinguistic variation in face-threatening speech acts. Chastisement and disagreement. In Miriam, R. Eisenstein (ed.), The dynamic interlanguage: Empirical studies in second language variation. New York: Plenum Press, 199–218.Google Scholar
Beerens, Daniel R. 2000. Evaluating teachers for professional growth: Creating a culture of motivation and learning. Thousand Oaks, CA: Corwin Press.Google Scholar
Benedetti, Teresa. 1997. Enhancing teaching and teacher education with peer coaching. TESOL Journal, 7(1), 41–42.Google Scholar
Benson, Phil and Winnie, L. Lor. 1998. Making sense of autonomous language learning. English Center Monograph, No. 2. Hong Kong: University of Hong Kong.Google Scholar
Bernard, Janine M. 1979. Supervisor training: A discrimination model. Counselor Education and Supervision, 19(1), 60–68.CrossRefGoogle Scholar
Biddle, Bruce J. 1964. The integration of teacher effectiveness research. In Bruce, J. Biddle and William, J. Ellena (eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 1–40.Google Scholar
Black, Susan. 1993. How teachers are reshaping evaluation procedures. Educational Leadership, 51(2), 38–42.Google Scholar
Blase, Jo Roberts and Joseph Blase. 1995. The micro-politics of successful supervisor-teacher interaction in instructional conferences. In David, Corson (ed.), Discourse and power in educational organizations. Cresskill, NJ: Hampton Press, 55–70.Google Scholar
Bliss, Traci and Joan, Mazur. 1998. Secondary and middle school teachers in the midst of reform: Common thread cases. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Blue, George and Peter, Grundy. 1996. Team evaluation of language teaching and language courses. English Language Teaching Journal, 50(3), 244–250.CrossRefGoogle Scholar
Blumberg, Arthur. 1980. Supervisors and teachers: A private cold war (2nd ed.). Berkeley: McCutchan Publishing.Google Scholar
Blumberg, Arthur and Stevan, R. Jonas. 1987. The teacher's control over supervision. Educational Leadership, 44(8), 58–62.Google Scholar
Bodóczky, Caroline and Angi, Malderez. 1994. Talking shop: Pre-service teaching experience and the training of supervisors. English Language Teaching Journal, 48(1), 66–79.CrossRefGoogle Scholar
Bolin, Frances S. 1987. On defining supervision. Journal of Curriculum and Supervision, 2, 368–380.Google Scholar
Bolman, Lee G. and Terrence, E. Deal. 1997. Reframing organizations: Artistry, choice, and leadership (2nd ed.). San Francisco: Jossey-Bass.Google Scholar
Bolman, Lee G. and Terrence, E. Deal. 2002. Reframing the path to school leadership: A guide for teachers and principals. Thousand Oaks, CA: Corwin Press.Google Scholar
Bonk, C. J. and K. A. Kim. 1998. Extending sociocultural theory to adult learning. In Cecil, M. Smith and Thomas, Pourchot (eds.), Adult learning and development: Perspectives from educational psychology. Mahwah, NJ: Lawrence Erlbaum, 67–88.Google Scholar
Borko, Hilda. 1986. Clinical teacher education: The induction years. In Hoffman, J. V. and Edwards, J. (eds.), Reality and reform in teacher education. New York: Random House.Google Scholar
Boud, David (ed.). 1981. Developing student autonomy in learning. London: Kogan Page.Google Scholar
Bowers, C. A. and David, J. Flinders. 1990. Responsive teaching: An ecological approach to classroom patterns of language, culture and thought. New York: Teachers College Press.Google Scholar
Braine, George. 1999a. From the periphery to the center: One teacher's linguistic journey. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 15–27.Google Scholar
Braine, George. 1999b. Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Brazer, S. David. 1991. The assistant principal: The search for meaning in teacher evaluation. Educational Leadership, 48(6), 82.Google Scholar
Breen, Michael P. and Sarah J. Mann. 1997. Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In Phil, Benson and Peter, Voller (eds.), Autonomy and independence in language learning. New York: Longman, 132–149.Google Scholar
Briggs, Sarah, Victoria, Clark, Carolyn, Madden, Rebecca, Beal, Sunny, Hyon, Patricia, Aldridge, and John, Swales. 1997. The international teaching assistant: An annotated critical bibliography (2nd ed.). Ann Arbor, MI: The University of Michigan (ELI).Google Scholar
Brinton, Donna and Christine, Holten. 1989. What novice teachers focus on: The practicum in TESL. TESOL Quarterly, 23(2), 343–350.CrossRefGoogle Scholar
Brobeck, Sonja. 1990. Jim – A case study in clinical supervision. Wingspan, 21–23.Google Scholar
Brophy, Jere E. and Carolyn, M. Everston. 1976. Learning from teaching: A developmental perspective. Boston: Allyn and Bacon.Google Scholar
Brophy, Jere E. and Thomas, L. Good. 1974. Teacher-student relations: Causes and consequences. New York: Holt, Rinehart and Winston.Google Scholar
Brown, James Dean. 1988. Understanding research in second language learning: A teacher's guide to statistics and research design. Cambridge: Cambridge University Press.Google Scholar
Brown, James Dean and Kate, Wolfe-Quintero. 1997. Teacher portfolios for evaluation: A great idea or a waste of time?Language Teacher, 21(1), 28–30.Google Scholar
Brown, Penelope and Stephen, C. Levinson. 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Brundage, Sara. 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.Google Scholar
Buch, Georgette and Ivan de Bagheera, 1978. An immersion program for the professional improvement of non-native teachers of E.S.L. In Charles, H. Blatchford and Jacquelyn, Schachter (eds.), On TESOL '78 – ESL: Policies, Programs and Practices. Washington, DC: TESOL, 106–115.Google Scholar
Bunting, Carolyn. 1988. Cooperating teachers and the changing views of teacher candidates. Journal of Teacher Education, March/April, 42–46.CrossRefGoogle Scholar
Burns, Anne. 1997. Valuing diversity: Action researching disparate learner groups. TESOL Journal, 7(1), 6–9.Google Scholar
Burns, Anne. 1998. Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Google Scholar
Burns, Anne. 2000. Facilitating collaborative action research: Some insights from the AMEP. Prospect, A Journal of Australian TESOL, 15(3), 23–34.Google Scholar
Burton, Jill. 1987. The powers of observation: An investigation of current practice and issues in teacher education. In Bikram, K. Das (ed.), Patterns of classroom interaction in Southeast Asia. Singapore: SEAMEO Regional Language Center (Anthology Series 17), 153–166.Google Scholar
Burton, Jill. 2000. Learning from teaching practice: A case study approach. Prospect, A Journal of Australian TESOL, 15(3), 5–22.Google Scholar
Byrne, Barbara M. 1994. Burnout: Testing for validity, reliability, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645–673.CrossRefGoogle Scholar
Calzoni, Daniela. 2001. Teacher portfolios. IATEFL Teacher Development SIG Newsletter, 1(1), 13–16.Google Scholar
Campbell, Dorothy M., Pamela, Bondi Cignetti, Beverly, J. Melenyzer, Diane, Hood Nettles, and Richard, M.Wyman, Jr. 1997. How to develop a professional portfolio: A manual for teachers. Boston: Allyn and Bacon.Google Scholar
Canagarajah, A. Suresh. 1999a. On EFL teachers, awareness, and agency. ELT Journal, 53(3), 207–213.CrossRefGoogle Scholar
Canagarajah, A. Suresh. 1999b. Interrogating the “native speaker fallacy”: Non-linguistic roots, non-pedagogical results. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 77–92.Google Scholar
Carr, Wilfred and Stephen, Kemmis. 1985. Becoming critical: Knowing through action research. Victoria: Deakin University Press.Google Scholar
Carter, Kathy. 1993. The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12, 18.CrossRefGoogle Scholar
Carvalho, Oliveira, Luciana and Sally, Richardson. 2001. Collaboration between native and nonnative English-speaking educators. CATESOL Journal, 13(1), 123–134.Google Scholar
Casanave, Christine Pearson and Sandra, R. Schecter. 1997. On becoming a language educator: Personal essays on professional development. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Celep, Cevat. 2000. The correlation of the factors: The prospective teachers' sense of efficacy and beliefs, and attitudes about student control. National Forum of Teacher Educational Administration and Supervision Journal, 17E, 4 [electronic]. Abstract retrieved July 23, 2002 from ERIC database.
Chamberlin, Carla R. 2000. TESL degree candidates' perceptions of trust in supervisors. TESOL Quarterly, 34(4), 653–672.CrossRefGoogle Scholar
Chaudron, Craig. 1977. A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29–46.CrossRefGoogle Scholar
Christison, Mary Ann and Fredricka L. Stoller. 1997. Time management principles for language program administrators. In Mary, Ann Christison and Fredricka, L. Stoller (eds.), A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers, 235–250.Google Scholar
Clandinin, D. Jean and F. Michael Connelly. 1991. Narrative and story in practice and research. In Donald, A. Schön (ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press, 258–281.Google Scholar
Clark, Howard M. 1990. Clinical supervision and the alternatives. Journal of Teaching Practice, 10(1), 39–58.Google Scholar
Clifton, Rodney A. 1979. Practice teaching: Survival in a marginal situation. Canadian Journal of Education, 4(3), 60–74.CrossRefGoogle Scholar
Cogan, Morris L. 1973. Clinical supervision. Boston: Houghton Mifflin.Google Scholar
Cohn, Marilyn. 1981. A new supervision model for linking theory with practice. Journal of Teacher Education, 32(3), 26–30.CrossRefGoogle Scholar
Cohn, Marilyn M. and Vivian, C. Gellman. 1988. Supervision: A developmental approach for fostering inquiry in pre-service teacher education. Journal of Teacher Education, 39(2), 2–8.CrossRefGoogle Scholar
Cooper, James M. 1995. Teachers' problem solving: A casebook of award-winning teaching cases. Boston: Allyn and Bacon.Google Scholar
Cooper, James M. and Seidman, E.. 1969. Helping new teachers focus on behavioral change. The Clearing House, 43, 301–306.CrossRefGoogle Scholar
Copeland, Willis D. 1980. Affective dispositions of teachers in training toward examples of supervisory behavior. Journal of Educational Research, 74(1), 37–42.CrossRefGoogle Scholar
Copeland, Willis D. 1982. Student teachers' preference for supervisory approach. Journal of Teacher Education, 33(2), 32–36.CrossRefGoogle Scholar
Corder, S. Pitt. 1967. The significance of learners' errors. International Review of Applied Linguistics, 5, 4, 161–170. Reprinted in Jack, C. Richards (ed.), 1974. Error analysis: Perspectives on second language acquisition. London: Longman, 19–27.Google Scholar
Corson, David. 1995. Discursive power in educational organizations: An introduction. In David, Corson (ed.), Discourse and power in educational organizations. Cresskill, NJ: Hampton Press, 3–15.Google Scholar
Cotterall, Sara. 1995. Developing a course strategy for learner autonomy. English Language Teaching Journal, 49(3), 219–227.CrossRefGoogle Scholar
Crippen, Kent J. and David, W. Brooks. 2000. Using personal digital assistants in clinical supervision of student teachers. Journal of Science Education and Technology, 9(3), 207–211.CrossRefGoogle Scholar
Cross, William K. and Peter, J. Murphy. 1990. Teleconferencing in student teacher supervision. British Journal of Educational Technology, 21(1), 41–51.CrossRefGoogle Scholar
Cullen, Richard. 1991. Video in teacher training: The use of local materials. English Language Teaching Journal, 45(1), 33–42.CrossRefGoogle Scholar
Curtis, Andy and Liying, Cheng. 1998. Video as a source of data in classroom observation. Thai TESOL Bulletin, 11(2), 31–38.Google Scholar
Daresh, John C. 2001. Supervision as proactive leadership (3rd ed.). Prospect Heights, IL: Waveland Press.Google Scholar
Darling-Hammond, Linda. 1986. A proposal for evaluation in the teaching profession. Elementary School Journal, 86(4), 531–551.CrossRefGoogle Scholar
Darling-Hammond, Linda, ArthurE. Wise, E. Wise, and Sara, R. Pease. 1983. Teacher evaluation in the organizational context: A review of the literature. Review of Educational Research, 53(3), 285–328.CrossRefGoogle Scholar
Daughtrey, Anne Scott and Betty, Roper Ricks. 1989. Contemporary supervision: Managing people and technology. New York: McGraw-Hill.Google Scholar
Davis, Hazel. 1964. Evolution of current practices in evaluating teacher competence. In Bruce, J. Biddle and William, J. Elena (eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 41–66.Google Scholar
Day, Richard R. 1990. Teacher observation in second language teacher education. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 43–61.Google Scholar
Dayan, Yael. 1999. Role perception in fieldwork supervisors of students of early childhood education. Paper presented at the Annual EECERA Conference, Helsinki. Abstract retrieved, July 23, 2002, from ERIC database.
Deal, Nancy. 2000. How the other half work: Student teacher supervision in Kenya. Action in Teacher Education, 21(1), 1–9.CrossRefGoogle Scholar
Dearden, R. F. 1972. Autonomy and education. In Dearden, R. F., Hirst, P. F., and Peters, R. S. (eds.), Education and the development of reason. London: Routledge and Kegan Paul.Google Scholar
Denzin, Norman K. 1978. The research act: A theoretical introduction to sociological methods (2nd ed.)New York: McGraw-Hill.Google Scholar
Dewey, John. 1933. How we think. Chicago: Henry Regnery.Google Scholar
Diaz Zubieta, Marcela, Gloria Torrano Jessurun, and Leslie Adams. 1978. In-service teacher training in a third world country. In Charles, H. Blatchford and Jacquelyn, Schachter (eds.), On TESOL '78: ESL policies, programs and practices. Washington, DC: TESOL, 98–105.Google Scholar
Dickinson, Leslie. 1987. Self-instruction in language learning. Cambridge: Cambridge University Press.Google Scholar
Dufficy, Paul. 1993. The pedagogy of pre-service TESOL education. Journal of Education for Teaching, 19 (1), 83–96.CrossRefGoogle Scholar
Duffy, Francis M. 1999. Reconceptualizing instructional supervision for 3rd millenium school systems. Journal of Curriculum and Supervision, 15(2), 123–145.Google Scholar
Ebmeier, Howard and Janice, Nicklaus. 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.Google Scholar
Edge, Julian. 2001. Action research. Alexandria, VA: TESOL.Google Scholar
Edge, Julian and Keith, Richards. 1993. Teachers develop teachers research: Papers on classroom research and teacher development. Oxford: Heinemann.Google Scholar
Edwards, Jane A. and Martin, D. Lampert. (1993). Talking data: Transcription and coding in discourse research. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Eisenman, Gordon and Holly, Thornton. (1999). Tele-mentoring: Helping new teachers through the first year. T.H.E Journal Online, April.Google Scholar
England, Lizabeth and Cheryl Roberts. 1989. A survey of foreign students in MA-TESOL programs. TESOL Newsletter, 23(6), 5.Google Scholar
Enright, Lee. 1981. The diary of a classroom. In Jon, Nixon (ed.), A teacher's guide to action research: Evaluation, enquiry and development in the classroom. London: Grant McIntyre, 35–51.Google Scholar
EURYDICE European Unit, Brussels. 1999. Supplement to the study on the structures of the education and initial training systems in the European Union. The situation in Estonia, Latvia, Lithuania, Slovenia and Cyprus. Abstract retrieved July 23, 2002 from ERIC database.
Fanselow, John. 1977. Beyond ‘Rashomon’ – Conceptualizing and describing the teaching act. TESOL Quarterly, 11(1), 17–39.CrossRefGoogle Scholar
Fanselow, John. 1987. Breaking rules: Generating and exploring alternatives in language teaching. New York: Longman.Google Scholar
Fanselow, John. 1988. “Let's see”: Contrasting conversations about teaching. TESOL Quarterly, 22, 1, 113–130. Reprinted in Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 182–199.Google Scholar
Flaitz, Jeffra. 1993. Two new observation report formats for teachers in training. English Teaching Forum, 31(4), 22–25.Google Scholar
Flanders, Ned. A. 1970. Analyzing teaching behavior. Reading, MA: Addison-Wesley.Google Scholar
Flanders, Ned A. 1976. Interaction analysis and clinical supervision. Journal of Research and Development in Education, 9, 47–57.Google Scholar
Flowerdew, John, Mark, N. Brock, and Sophie, Hsia. 1992. Perspectives on second language teacher development. Hong Kong: City Polytechnic of Hong Kong.Google Scholar
Flynn, Kathleen and Goedele, Gulikers. 2001. Issues in hiring nonnative English speaking professionals to teach English as a second language. CATESOL Journal, 13(1), 151–160.Google Scholar
Foucault, Michel. 1980. Power/knowledge: Selected interviews and other writings, 1971–1977. New York: Pantheon.Google Scholar
Foucault, Michel. 1981. The order of discourse. In Robert, Young (ed.), Untying the text: A post-structuralist reader. Boston: Routledge and Kegan Paul, 48–78.Google Scholar
Fox, Sandra M. and Ted, J. Singletary. 1986. Deductions about supportive induction. Journal of Teacher Education, 37(1), 12–15.CrossRefGoogle Scholar
Franck, Marion R. and Fabian, A. Samaniego. 1981. The supervision of teaching assistants: A new use of videotape. Modern Language Journal, 65(3), 273–280.CrossRefGoogle Scholar
Freeman, Donald. 1982. Observing teachers: Three approaches to inservice training and development. TESOL Quarterly, 16(1), 21–28.CrossRefGoogle Scholar
Freeman, Donald. 1989a. Teacher training, development and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45.CrossRefGoogle Scholar
Freeman, Donald. 1989b. Learning to teach: Four instructional patterns in language teacher education. Prospect, A Journal of Australian TESOL, 4(2), 31–47.Google Scholar
Freeman, Donald. 1990. Intervening in practice teaching. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 103–117.Google Scholar
Freeman, Donald. 1994. Knowing into doing: Teacher education and the problem of transfer. In David, C. S. Li, Dino Mahoney, and Jack, C. Richards (eds.), Exploring second language teacher development. Hong Kong: City Polytechnic of Hong Kong, 1–20.Google Scholar
Freeman, Donald. 1996. Renaming experience/reconstructing practice. In Donald, Freeman and Jack, C. Richards (eds.), Teacher learning in language teaching. New York: Cambridge University Press, 221–241.Google Scholar
Freeman, Donald and Karen, Johnson. 1998. Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397–417.CrossRefGoogle Scholar
Freeman, Donald and Jack, C. Richards. (eds.). 1996. Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Freiburg, H. Jerome and Hersholt, C. Waxman. 1990. Alternative feedback approaches for improving student teachers' classroom instruction. Journal of Teacher Education, 39(4), 8–14.CrossRefGoogle Scholar
French, John R. P. and Bertram Raven. 1960. The bases of social power. In Dorwin, Cartwright and Alvin, Zandler (eds.), Group dynamics: Research and theory (2nd ed.).Evanston, IL: Harper & Row, 607–623.Google Scholar
Fröhlich, Maria, Nina, Spada, and Patrick, Allen. 1985. Differences in the communicative orientation of L2 classrooms. TESOL Quarterly, 19(1), 27–57.CrossRefGoogle Scholar
Gaies, Stephen and Roger Bowers. 1990. Clinical supervision of language teaching: The supervisor as trainer and educator. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 167–181.Google Scholar
Gambrill, Eileen and Theodore, J. Stein. 1983. Supervision: A decision-making approach. Beverly Hills, CA: Sage Publications.Google Scholar
Garman, Noreen B. 1986. Reflection: The heart of clinical supervision: A modern rationale for professional practice. Journal of Curriculum and Supervision, 2(1), 1–24.Google Scholar
Garman, Noreen B. 1990. Theories embedded in the events of clinical supervision: A hermeneutic approach. Journal of Curriculum and Supervision, 5(3), 201–213.Google Scholar
Garman, Noreen B., Carl, D. Glickman, Madeline, Hunter, and Nelson, L. Haggerson. 1987. Conflicting conceptions of clinical supervision and the enhancement of professional growth and renewal: Point and counterpoint. Journal of Curriculum and Supervision, 2(2), 152–177.Google Scholar
Gass, Susan M. 1997. Input, interaction and the second language learner. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gass, Susan M. and Alison, Mackey. 2000. Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gebhard, Jerry G. 1984. Models of supervision: Choices. TESOL Quarterly, 18(3), 501–514. Reprinted in Jack, C. Richards and David, Nunan (eds., 1990), Second language teacher education. New York: Cambridge University Press, 156–166.Google Scholar
Gebhard, Jerry G. 1990a. The supervision of second and foreign language teachers. ERIC Digest, ERIC Clearinghouse on Language and Linguistics (EDO-FL-90–06). Washington, DC: Center for Applied Linguistics.Google Scholar
Gebhard, Jerry G. 1990b. Freeing the teacher: A supervisory process. Foreign Language Annals, 23(6), 517–525.CrossRefGoogle Scholar
Gebhard, Jerry G. 1990c. Interaction in a teaching practium. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 118–131.Google Scholar
Gebhard, Jerry G. 1991. Clinical supervision: Process concerns. TESOL Quarterly, 25(4), 738–743.CrossRefGoogle Scholar
Gebhard, Jerry G. 1999. Seeing teaching differently through observation. In Jerry, Gebhard and Robert, Oprandy (eds.), Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 35–58.Google Scholar
Gebhard, Jerry G., Mio Hashimoto, Jae-Oke Joe, and Hyunhee Lee. 1999. Micro-teaching and self-observation: Experience in a preservice teacher education program. In Jerry, Gebhard and Robert, Oprandy (eds.), Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 172–194.Google Scholar
Gebhard, Jerry G. and Agnes, Malicka. 1991. Creative behavior in teacher supervision. Prospect, A Journal of Australian TESOL, 6(3), 40–49.Google Scholar
Gebhard, Jerry G. and Robert, Oprandy. 1999. Language teaching awareness: A guide to exploring beliefs and practices. New York: Cambridge University Press.Google Scholar
Geddes, Joann M. and Doris R. Marks. 1997. Personnel matters. In Mary, Ann Christison and Fredricka, L. Stoller (eds.), A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers, 199–218.Google Scholar
Gitlin, Andrew David and John, Smyth. 1990. Toward educative forms of teacher evaluation. Educational Theory, 40(1), 83–94.CrossRefGoogle Scholar
Glanz, Jeffrey and Richard, F. Neville (eds.). 1997. Educational supervision: Perspectives, issues, and controversies. Norwood, MA: Christopher-Gordon Publishers.Google Scholar
Glickman, Carl D. 1985. Supervision and instruction: A developmental approach. Boston: Allyn and Bacon.Google Scholar
Glickman, Carl D. 1992. Supervision in transition: The 1992 ASCD yearbook. http://www.ascd.org/readingroom/books.
Glickman, Carl D. and Stephen, P. Gordon. 1987. Clarifying developmental supervision. Educational Leadership, 44(8), 64–68.Google Scholar
Glickman, Carl D., Stephen, P. Gordon, and Jovita, M. Ross-Gordon. 1998. Supervision of instruction: A developmental approach (4th ed.). Boston: Allyn and Bacon.Google Scholar
Goffman, Erving. 1976. Stigma. Harmonds-Worth, UK: Penguin.Google Scholar
Goldhammer, Robert. 1969. Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart and Winston.Google Scholar
Goldsberry, Lee. 1988. Three functional methods of supervision. Action in Teacher Education, 10(1), 1–10.CrossRefGoogle Scholar
Goldstein, Lynn. 1987. Standard English: The only target for nonnative speakers of English?TESOL Quarterly, 21(3), 417–436.CrossRefGoogle Scholar
Green, James E. and Sheryl, O. Smyser. 1996. The teacher portfolio: A strategy for professional development and evaluation. Lancaster, PA: Technomic Publishing.Google Scholar
Greis, Naguib. 1985. Toward a better preparation of the non-native ESOL teacher. In Penny, Larson, Elliot, L. Judd, and Dorothy, Messerschmitt (eds.), On TESOL '84 – A Brave New World for TESOL. Washington, DC: TESOL, 317–324.Google Scholar
Grimmett, Peter 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.Google Scholar
Grimmett, Peter P. and Patricia, E. Crehan. 1990. Barry: A case study of teacher reflection in clinical supervision. Journal of Curriculum and Supervision, 5(3), 214–235.Google Scholar
Gruenhagen, Kathleen, Tom, McCracken, and Judy, True. 1999. Using distance education technologies for the supervision of student teachers in remote rural schools. Rural Special Education Quarterly, 18(3–4), 58–65.CrossRefGoogle Scholar
Hackney, Harold L. 1971. Development of a pre-practicum counseling skills model. Counselor Education and Supervision, 11(2), 102–109.CrossRefGoogle Scholar
Hamid, Bahiyah Abdul and Hazita Azman. 1991. Adapting the six category intervention analysis to promote facilitative type supervisory feedback in teaching practice. In Eugenios, Sadtono (ed.), Language teacher education in a fast-changing world. Singapore: Regional Language Centre (Anthology Series 29), 88–99.Google Scholar
Hammersley, Martyn and Paul, Atkinson. 1983. Ethnography: Principles in practice. London: Tavistock Publications.Google Scholar
Hargreaves, Andy. 1994. Development and desire: A postmodern perspective. In Thomas, R. Guskey and Michael, Huberman (eds.), Professional development in education: New paradigms and practices. New York: Teachers College Press, 9–34.Google Scholar
Harrison, Ian. 1996. Look who's talking now: Listening to voices in curriculum renewal. In Kathleen, M. Bailey and David, Nunan (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 283–303.Google Scholar
Hatch, Evelyn. 1992. Discourse and language education. New York: Cambridge University Press.Google Scholar
Hatch, Evelyn and Michael H. Long. 1980. Discourse analysis – What's that? In Diane, Larsen-Freeman (ed.), Discourse analysis in second language research. Rowley, MA: Newbury House, 1–40.Google Scholar
Hayashi, Reiko and Taku Hayashi. 2002. Duality and continuum in indirect talk: Linguistic style and gender in clinical supervision. In David, C. S. Li (ed.), Discourses in search of members: In honor of Ron Scollon. Lanham, MD: University Press of America, 135–169.Google Scholar
Hazi, Helen M. 1994. The teacher evaluation-supervision dilemma: A case of entanglements and irreconcilable differences. Journal of Curriculum and Supervision, 9(2), 195–216.Google Scholar
Head, Katie and Pauline, Taylor. 1997. Readings in teacher development. Oxford: Heinemann.Google Scholar
Henning, Grant. 1987. A guide to language testing: Development, evaluation, research. New York: Newbury House.Google Scholar
Herschensohn, Julia. 1992. Teaching assistant development: A case study. In Joel, C. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 25–45.Google Scholar
Hersey, Paul. 1984. The situational leader. New York: Warner Books.Google Scholar
Hersey, Paul and Kenneth, H. Blanchard. 1982. Management of organizational behavior: Utilizing human resources (4th ed.). Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Ho, Belinda and Jack, C. Richards. 1993. Reflective thinking through teacher journal writing: Myths and realities. Prospect, A Journal of Australian TESOL, 8(3), 7–24.Google Scholar
Hoare, Philip and Stella Kong. 1994. Helping teachers change the language of the classroom: Lessons from in-service teacher education. In David, Nunan, Roger, Berry, and Vivien, Berry (eds.), Bringing about change in language education: Proceedings of the international language in education conference. Hong Kong: University of Hong Kong, 21–34.Google Scholar
Hodder, Jaqueline and David, Carter. 1997. The role of new information technologies in facilitating professional reflective practice across the supervisory triad. Paper presented at the Annual Conference of the gasat-IOSTE, Perth, Australia, December. Abstract retrieved July 24, 2002 from ERIC database.
Holland, Patricia E. 1989a. Implicit assumptions about the supervisory conference: A review and analysis of literature. Journal of Curriculum and Supervision, 4(4), 362–379.Google Scholar
Holland, Patricia E. 1989b. Stories of supervision: Tutorials in the transformative power of supervision. Peabody Journal of Education, 66(3), 61–77.CrossRefGoogle Scholar
Hoy, Wayne K. and Anita E. Woolfolk. 1989. Supervising student teachers. In Anita, E. Woolfolk (ed.), Research perspectives on the graduate preparation of teachers. Englewood Cliffs, NJ: Prentice Hall, 108–131.Google Scholar
Hsiung, Chao-Ti and Nin-Juin Tan. 1999. A study of creating a distance supervision hot line. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston. Abstract retrieved July 23, 2002, from ERIC database.
Hunter, Madeline. 1983. Script-taping: An essential supervisory tool. Educational Leadership, 41(3), 43.Google Scholar
Hunter, Madeline. 1984. Knowing, teaching, and supervising. In Philip, L. Hosford (ed.), Using what we know about teaching. Alexandria, VA: ASCD, 169–192.Google Scholar
Hunter, Madeline. 1986. Let's eliminate the preobservation conference. Educational Leadership, March, 69–70.Google Scholar
Jackson, Jane. 1997. Cases in TESOL teacher education: Creating a forum for reflection. TESL Canada Journal, 14(2), 1–16.CrossRefGoogle Scholar
Jackson, Jane. 1998. Reality-based decision cases in ESP teacher education: Windows on practice. English for Specific Purposes, 17(2), 151–166.CrossRefGoogle Scholar
Jarvis, G. A. 1968. A behavioral observation system for classroom foreign language skill acquisition activities. Modern Language Journal, 52, 335–341.CrossRefGoogle Scholar
Jarvis, Jennifer. 1992. Using diaries for teacher reflection on in-service courses. English Language Teaching Journal, 46(2), 133–143.CrossRefGoogle Scholar
Jesperson, Otto. 1917. Negation in English and other languages, reprinted in Otto Jesperson, 1960, Selected writings of Otto Jesperson. London: Allen and Unwin, 3–151.Google Scholar
Johanson, Roger P., Deborah L. Norland, Eric Olson, Les Huth, and Roberta Bodensteiner. 1999. Internet and list-serves to support the student teaching semester. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education. Washington, DC, February. Abstract retrieved July 24, 2002 from ERIC database.
Johnson, Karen E. 1992a. The instructional decisions of pre-service English as a second language teachers: New directions for teacher preparation programs. In John, Flowerdew, Mark, N. Brock, and Sophie, Hsia (eds.), Perspectives on second language teacher development. Hong Kong: City Polytechnic of Hong Kong, 115–134.
Johnson, Karen E. 1992b. Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26(3), 507–535.CrossRefGoogle Scholar
Johnson, Karen E. 1996a. Portfolio assessment in second language teacher education. TESOL Journal, 6(2), 11–14.Google Scholar
Johnson, Karen E. 1996b. Cognitive apprenticeship in second language teacher education. In Gertrude, Tinker Sachs, Mark, N. Brock, and Regina, Lo (eds.), Directions in second language teacher education. Hong Kong: City University of Hong Kong, 23–36.
Johnson, Karen E. 1996c. The vision versus the reality: The tensions of the TESOL practicum. In Donald, Freeman and Jack, C. Richards (eds.), Teacher learning in language teaching. Cambridge: Cambridge University Press, 30–49.
Johnson, Karen E. (ed.). 2000. Teacher education. Alexandria, VA: TESOL.Google Scholar
Johnson, Robert Keith. 1990. Developing teachers' language resources. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education, Cambridge: Cambridge University Press, 269–281.Google Scholar
Johnson, Ruth. 1999. Cross-cultural misunderstanding in a team teaching situation. TESOL Matters 9(1), 16.Google Scholar
Joyce, Bruce R. and Beverly, Showers. 1982. The coaching of teaching. Educational Leadership, 40(1), 4–8, 10.Google Scholar
Joyce, Bruce R. and Beverly, Showers. 1987. Low-cost arrangements for peer-coaching. Journal of Staff Development, 8(1), 22–24.Google Scholar
Joyce, Bruce R. and Beverly, Showers. 1988. Student achievement through staff development. New York: Longman.Google Scholar
Jyrhama, Riitta. 2001. What are the “right” questions and the “right” answers in teaching practice supervision? Paper presented at the Annual Meeting of the International Study Association on Teachers and Teaching, Portugal. Abstract retrieved July 23, 2002, from ERIC database.
Kamhi-Stein, Lía D. 1999. Preparing non-native professionals in TESOL: Implications for teacher education programs. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 145–158.Google Scholar
Kamhi-Stein, Lía. 2001. New voices in the classroom: Nonnative English-speaking professionals in the field of teaching English to speakers of other languages. CATESOL Journal, 13(1), 47–51.Google Scholar
Kamhi-Stein, Lí a D., Annette, Aagard, Angelica, Ching, Myoung-Soon Ashley Paik, , and Linda, Sasser. 2001. New voices in the classroom: Nonnative English-speaking professionals in the field of teaching English to speakers of other languages. CATESOL Journal, 13(1), 69–88.Google Scholar
Kamhi-Stein, Lí a D. and José, L. Galván. 1997. EFL teacher development through critical reflection. TESOL Journal, 7(1), 12–18.Google Scholar
Kawachi, Paul. 2000. Listening to other teachers – The professional development of university teachers: Case study of a Japanese national university. Staff and Educational Development International, 4(1), 65–82.Google Scholar
Kelly, Peter. 1980. From innovation to adaptability: The changing perspective of curriculum development. In Maurice, Galton (ed.), Curriculum change. Leicester: Leicester University Press, 65–80.Google Scholar
Kemmis, Stephen and Colin, Henry. 1989. Action research. IATEFL Newsletter, 102, 2–3.Google Scholar
Kemmis, Stephen and Robin, McTaggart. 1982. The action research planner. Victoria: Deakin University.Google Scholar
Kemmis, Stephen and Robin, McTaggart. 1988. The action research planner (3rd ed.). Victoria: Deakin University.Google Scholar
Kennedy, Chris. 1988. Evaluation of the management of change in ELT projects. Applied Linguistics, 9(4), 329–342.CrossRefGoogle Scholar
Kiesling, Scott Fabius. 1997. Power and the language of men. In Sally, Johnson and Ulrike, Hanna Meinhof (eds.), Language and masculinity. Cambridge, MA: Blackwell Publishers, 65–85.Google Scholar
Knezevic, Anné and Mary Scholl. 1996. Learning to teach together: Teaching to learn together. In Donald, Freeman and Jack, C. Richards (eds.), Teacher learning in language teaching. Cambridge: Cambridge University Press, 79–96.Google Scholar
Knezedvic, Bozana. 2001. Action research. IATEFL Teacher Development SIG Newsletter, 1(1), 10–12.Google Scholar
Knop, Constance K. 1980. The supervision of foreign language teachers. In Frank, M. Grittner (ed.), Learning a second language: Seventy-ninth Yearbook of The National Society for the Study of Education, Part II. Chicago: University of Chicago Press, 186–207.Google Scholar
Knowles, Malcolm. 1975. Self-directed learning: A quick guide for learners and teachers. Chicago: Follett Publishing.Google Scholar
Korinek, Lori A. 1989. Teacher preferences for training and compensation for field supervision. Journal of Teacher Education, 40(6), 46–51.CrossRefGoogle Scholar
Krashen, Stephen D. 1981. Second language acquisition and second language learning. Oxford: Pergamon Press.Google Scholar
Krashen, Stephen D. 1982. Principles and practice in second language acquisition. Oxford: Pergamon Press.Google Scholar
Krashen, Stephen D. and Tracy, D. Terrell. 1983. The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.Google Scholar
Kremer-Hayon, Lya. 1986. Supervisors' inner world: Professional perspectives. European Journal of Teacher Education, 9(2), 181–187.CrossRefGoogle Scholar
Kremer-Hayon, Lya. 1987. The content and nature of dilemmas encountered by student-teachers' supervisors. European Journal of Teacher Education, 10(2), 151–161.CrossRefGoogle Scholar
Kulick, Katherine M. 1992. Undergraduate teaching assistants: One model. In Joel, C. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 1–23.Google Scholar
Labov, William. 1972. Some principles of linguistic methodology. Language in Society, 1, 97–120.CrossRefGoogle Scholar
Lange, Dale C. 1990. A blueprint for a teacher development program. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 245–268.Google Scholar
Lankshear, Colin. 1994. Afterword: Reclaiming empowerment and rethinking the past. In Miguel, Escobar, Alfredo, L. Fernández, and Gilberto, Guevara-Niebla with Paolo, Freire, Paolo Freire on higher education: A dialogue at the National University of Mexico. Albany: State University of New York Press, 162–187.Google Scholar
Lantolf, James P. 2000a. Introducing sociocultural theory. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 1–26.Google Scholar
Lantolf, James P. (ed.). 2000b. Sociocultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Larimer, Ruth and Leigh, Schleicher (eds.). 1999. New ways in using authentic materials in the classroom. Alexandria, VA: TESOL.Google Scholar
Larsen-Freeman, Diane. 1983. Training teachers or educating a teacher. In James, E. Alatis, Stern, H. H., and Peter, Strevens (eds.), Georgetown University Round Table on Language and Linguistics: Applied Linguistics and the Preparation of Second Language Teachers: Toward a Rationale. Washington, DC: Georgetown University Press, 68–81.Google Scholar
Larsen-Freeman, Diane. 1990. On the need for a theory of language teaching. In James, Alatis (ed.), Linguistics, language teaching and language acquisition: The interdependence of theory, practice, and research. Washington, DC: Georgetown University Press, 261–270.Google Scholar
Lave, Jean and Etienne, Wenger. 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
Lawrence, C. Edward, Myra, K. Vachon, Donald, O. Leake, and Brenda, H. Leake. 2001. The marginal teacher: A step-by-step guide to fair procedures for identification and dismissal. Thousand Oaks, CA: Corwin Press.Google Scholar
Laycock, John and Piranya, Bunnag. 1991. Developing teacher self-awareness: Feedback and the use of video. English Language Teaching Journal, 45(1), 43–53.CrossRefGoogle Scholar
Lee, Elis and Loren, Lew. 2001. Diary studies: The voices of nonnative English speakers in a master of arts program in teaching English to speakers of other languages. CATESOL Journal, 13(1), 135–149.Google Scholar
Leech, Geoffrey N. 1983. Principles of pragmatics. New York: Longman.Google Scholar
Leinhart, G. and Greeno, J. G.. 1986. The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95.CrossRefGoogle Scholar
Lemma, Paulette. 1993. The cooperating teacher as supervisor: A case study. Journal of Curriculum and Supervision, 8(4), 329–342.Google Scholar
Leontiev, Alexander N. 1978. Activity, consciousness, personality. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Lewin, Kurt. 1946. Action research and minority problems. Journal of Social Issues, 2, 34–46.CrossRefGoogle Scholar
Lewis, Marcella, Pamela, Meadows, Alan, Seaman, Barry, Sweeny, and Marilyn, Sweeny. 1996. Mentoring for ESL teachers: A mentor training manual. Wheaton, IL: World Relief DePage.Google Scholar
Lewis, Marilyn. 1998. A study of feedback to language teachers. Prospect, A Journal of Australian TESOL, 13(1), 68–83.Google Scholar
Li, David C. S., Dino, Mahoney, and Jack, C. Richards (eds.). 1994. Exploring second language teacher development. Hong Kong: City Polytechnic of Hong Kong.Google Scholar
Leo, Lier. 1988. The classroom and the language learner: Ethnography and second language classroom research. London: Longman.Google Scholar
Leo, Lier. 1994. Action research. Sintagma, 6, 31–37.Google Scholar
Lier, Leo. 1995. Introducing language awareness. London: Penguin Books.Google Scholar
Lier, Leo. 1996. Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.Google Scholar
van Lier, Leo. 2000. From input to affordance: Social-interactive learning from an ecological perspective. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 245–259.Google Scholar
Lier, Leo. 2004. The ecology and semiotics of language learning. Boston: Kluwer Academic Publishers.CrossRefGoogle Scholar
Little, D. 1991. Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.Google Scholar
Liu, Dilin. 1999. Training non-native TESOL students: Challenges for teacher education in the west. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 197–210.Google Scholar
Liu, Dilin. 2000. Multiple-site practicum: Opportunities for diverse learning and teaching experiences. TESOL Journal, 9(1), 18–22.Google Scholar
Liu, Jun. 1999. From their own perspectives: The impact of non-native ESL professionals on their students. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 159–176.Google Scholar
Livingston, Samuel A. 1978. Setting standards of speaking proficiency. In John, L. D. Clark (ed.), Direct testing of speaking proficiency: Theory and application. Princeton, NJ: Educational Testing Service, 257–270.Google Scholar
Lnenicka, W. J. 1972. Are teaching assistants teachers?Improving College and University Teaching 20(2), 97.CrossRefGoogle Scholar
Long, Michael H. 1980. Inside the “black box”: Methodological issues in research on language teaching and learning. Language Learning, 30, 1, 1–42. Reprinted in Herbert, W. Seliger and Michael, H. Long (eds., 1983), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House, 3–36.Google Scholar
Long, Michael H., Leslie Adams, Marilyn McLean, and Fernando Castaños. 1976. Doing things with words: Verbal interaction in lockstep and small group classroom situations. In John, Fanselow and Ruth, Crymes (eds.), On TESOL 1976. Washington, DC: TESOL, 137–153.Google Scholar
Lortie, Dan C. 1975. Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
Lowenberg, Peter. 1990. Nativization and interlanguage in Standard English: Another look. In James, E. Alatis (ed.), Georgetown University Round Table on languages and linguistics 1990: Linguistics, language teaching and language acquisition: The interdependence of theory, practice and research. Washington, DC: Georgetown University Press, 157–168.Google Scholar
Ludwig, Jeanette. 1982. Native speaker judgments of second language learners' efforts at communication. Modern Language Journal, 66(3), 274–283.CrossRefGoogle Scholar
Luft, Joseph and Harry, Ingram. 1969. Of human interaction. New York: National Press Books.Google Scholar
Lunenberg, Mieke. 1999. New qualifying requirements for the mentoring of student teachers in the Netherlands. European Journal of Teacher Education, 22(2–3), 159–171.Google Scholar
Lyons, Nona (ed.). 1998. With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.Google Scholar
Malcolm, Ian G. 1991. “All right then, if you don't want to do that …”: Strategy and counter-strategy in classroom discourse management. Guidelines: A Periodical for Classroom Language Teachers, 13(2), 1–17.Google Scholar
Malderez, Angi and Caroline, Bodóczky. 1999. Mentor courses: A resource book for trainer-trainers. Cambridge: Cambridge University Press.Google Scholar
Mallam, Ugbo. 1994. A national research study on factors influencing faculty turnover at selected Nigerian colleges of technology/polytechnics. Higher Education, 27, 2, 229–238. Abstract retrieved July 24 from ERIC database.CrossRefGoogle Scholar
Mansour, Wisam. 1993. Towards developmental ELT supervision. English Teacher Forum, 31(3), 48–50.Google Scholar
Martinez, Kay. 1998. Supervision in preservice teacher education: Speaking the unspoken. International Journal of Leadership in Education, 1(3), 279–296.CrossRefGoogle Scholar
Martin-Kniep, Giselle O. 1999. Capturing the wisdom of practice: Professional portfolios for educators. Washington, DC: ASCD.Google Scholar
Maslach, Christina. 1982. Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Maslach, Christina and Jackson, S. E.. 1986. Maslach burnout inventory manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Master, Peter. 1990. The spoken English proficiency of international graduates from California MATESL programs. CATESOL Journal, 3(1), 101–104.Google Scholar
Master, Peter. 1983. The etiquette of observing. TESOL Quarterly, 17(3), 497–501.CrossRefGoogle Scholar
Matsuda, Aya and Paul, Kei Matsuda. 2001. Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers. CATESOL Journal, 13(1), 109–121.Google Scholar
Matsuda, Paul Kei. 1999. Teacher development through native speaker-nonnative speaker collaboration. TESOL Matters, 9(6), 1, 10.Google Scholar
Mattingly, Cheryl. 1991. Narrative reflections on practical actions: Two learning experiments in reflective storytelling. In Donald, A. Schön (ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press, 235–257.Google Scholar
McCabe, Anne. 2002. Narratives: A wellspring for development. In Julian, Edge (ed.), Continuing professional development: Some of our perspectives. Whitstable, UK: IATEFL, 71–79.Google Scholar
McCafferty, Steven G. 1994. Adult second language learners' use of private speech. Modern Language Journal, 78(4), 421–436.CrossRefGoogle Scholar
McDonough, Jo. 1994. A teacher looks at teachers' diaries. English Language Teaching Journal, 48(1), 57–65.CrossRefGoogle Scholar
McFaul, Shirley A. and James, M. Cooper. 1984. Peer clinical supervision: Theory vs. reality. Educational Leadership, 41(7), 4–9.Google Scholar
McGee, Jerry C. and Robert, Eaker. 1977. Clinical supervision and teacher anxiety: A collegial approach to the problem. Contemporary Education, 49(1), 24–28.Google Scholar
McGreal, Thomas L. 1988. Evaluation for enhancing instruction: Linking teacher evaluation and staff development. In Sarah, J. Stanley and James, W. Popham (eds.), Teacher evaluation: Six prescriptions for success. ASCD, 1–29.Google Scholar
McLaughlin, Maureen and Mary, Ellen Vogt. 1996. Portfolios in teacher education. Newark, DE: The International Reading Association.Google Scholar
McPherson, Pam. 1997. Action research: Exploring learner diversity. Prospect, A Journal of Australian TESOL, 12(1), 50–62.Google Scholar
Medgyes, Péter. 1999. Language training: A neglected area in teacher education. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 177–195.Google Scholar
Medgyes, Péter. 2001. When the teacher is a non-native speaker. In Marianne, Celce-Murcia (ed.), Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle, 415–427.Google Scholar
Medley, Donald M. and H. E. Mitzel. 1963. Measuring classroom behavior by systematic observation. In Nathan, L. Gage (ed.), Handbook of research on teaching. Chicago: Rand McNally, 247–328.Google Scholar
Milk, Robert D. 1990. Preparing ESL and bilingual teachers for changing roles: Immersion for teachers of LEP children. TESOL Quarterly, 24, 3, 407–425.CrossRefGoogle Scholar
Mingucci, M. 1999. Action research in ESL staff development. TESOL Matters, 9(2), 16.Google Scholar
Mosher, Ralph L. and David, E. Purpel. 1972. Supervision: The reluctant profession. New York: Houghton Mifflin.Google Scholar
Moskowitz, Gertrude. 1966. Toward human relations in supervision. Bulletin of the National Association of Secondary School Principals, 50(314), 98–114.CrossRefGoogle Scholar
Moskowitz, Gertrude. 1968. The effects of training foreign language teachers in Interaction Analysis. Foreign Language Annals, 1(3), 218–235.CrossRefGoogle Scholar
Moskowitz, Gertrude. 1971. Interaction analysis: A modern language for supervisors. Foreign Language Annals, 5(2), 211–221.CrossRefGoogle Scholar
Munro, Petra M. 1991. Supervision: What's imposition got to do with it?Journal of Curriculum and Supervision, 7(1), 77–89.Google Scholar
Murdoch, George. 1998. A progressive teacher evaluation system [Electronic version]. The English Teaching Forum, 36(3), 2–11.Google Scholar
Murdoch, George. 2000. Introducing a teacher-supportive evaluation system. English Language Teaching Journal, 54(1), 54–64.CrossRefGoogle Scholar
Murphey, Tim. 2000. Becoming contributing professionals: Nonnative-English-speaking teachers in an EFL environment. In Karen, E. Johnson (ed.), Teacher education. Alexandria, VA: TESOL, 105–117.Google Scholar
Murphy, John M. 1992. An etiquette for the nonsupervisory observation of L2 classrooms. Foreign Language Annals, 25(3), 215–225.CrossRefGoogle Scholar
Murphy-O'Dwyer, , Lynette, M. 1996. Putting the T in TESOL. TESOL Matters, 6(2), 21.Google Scholar
Nerenz, Anne G. and Constance, Knop. 1982. A time-based approach to the study of teacher effectiveness. Modern Language Journal, 66(3), 243–254.CrossRefGoogle Scholar
Nixon, Jon (ed.). 1981. A teacher's guide to action research: Evaluation, enquiry and development in the classroom. London: Grant McIntyre, 35–51.Google Scholar
Nolan, James F. and Keith, Hillkirk. 1991. The effects of a reflective coaching project for veteran teachers. Journal of Curriculum and Supervision, 7(1), 62–76.Google Scholar
Nolan, Jim, Brent, Hawkes, and Pam, Francis. 1993. Case studies: Windows onto clinical supervision. Educational Leadership, 51(2), 52–56.Google Scholar
Nolan, Jim and Tania, Huber. 1989. Nurturing the reflective practitioner through instructional supervision: A review of the literature. Journal of Curriculum and Supervision, 4(2), 126–145.Google Scholar
Numrich, Carol. 1996. On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131–151.CrossRefGoogle Scholar
Nunan, David. 1988. The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Nunan, David. 1990. Action research in the language classroom. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. New York: Cambridge University Press, 62–81.Google Scholar
Nunan, David. 1992a. The teacher as decision-maker. In John, Flowerdew, Mark, N. Brock, and Sophie, Hsia (eds.), Perspectives on second language teacher education. Hong Kong: City Polytechnic of Hong Kong, 133–165.Google Scholar
Nunan, David (ed.). 1992b. Collaborative language learning and teaching. Cambridge: Cambridge University Press.Google Scholar
Nunan, David. 1993. Action research in language education. In Julian, Edge and Keith, Richards (eds.), Teachers develop teachers research: Papers on classroom research and teacher development. Oxford: Heinemann, 39–50.Google Scholar
Nunan, David. 1996. Hidden voices: Insider's perspectives on classroom interaction. In Kathleen, M. Bailey and David, Nunan (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 41–56.Google Scholar
Nunan, David. 1999a. So you think that language teaching is a profession? (Part 1). TESOL Matters, 9(4), 3.Google Scholar
Nunan, David. 1999b. So you think that language teaching is a profession? (Part 2). TESOL Matters, 9(3), 3.Google Scholar
Nunan, David and Clarice, Lamb. 1996. The self-directed teacher: Managing the learning process. Cambridge: Cambridge University Press.Google Scholar
Nyikos, Martha and Reiko, Hashimoto. 1997. Constructivist theory applied to collaborative learning in teacher education: In search of ZPD. Modern Language Journal, 81(4), 506–517.CrossRefGoogle Scholar
Oates, J. C. 1990. Excerpts from a journal: July 1989. Georgia Review, 44(1 & 2), 121–134.Google Scholar
Ohta, Amy Snyder. 2000. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 51–78.Google Scholar
Oja, Sharon Nodie and Lisa, Smulyan. 1989. Collaborative action research: A developmental approach. London: The Falmer Press.Google Scholar
Okeafor, Karen R. and Marybeth, G. Poole. 1992. Instructional supervision and the avoidance process. Journal of Curriculum and Supervision, 7(4), 372–392.Google Scholar
Olshtain, Elite and Irit, Kupferberg. 1998. Reflective-narrative discourse of FL teachers exhibits professional knowledge. Language Teaching Research, 2(3), 185–202.CrossRefGoogle Scholar
Olson, J. K. 1982. Dilemmas of supervision: Teacher perspectives. Teacher Education, 20(1), 74–81.Google Scholar
Olson, M. W. 1991. Portfolios: Educational tools (research into practice). Reading Psychology, 12(1), 73–80.Google Scholar
Omaggio, Alice C. 1982. The relationship between personalized classroom talk and teacher effectiveness ratings: Some research results. Foreign Language Annals, 14(4), 255–269.CrossRefGoogle Scholar
Neal, O' S. 1983. Supervision of student teachers: Feedback and evaluation. Report no. 9047. Clinical teacher education – pre-service. Austin: University of Texas.Google Scholar
Oprandy, Robert. 1999. Exploring with a supervisor. In Jerry, G. Gebhard and Robert, Oprandy (eds.), Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 99–121.Google Scholar
Osburne, Andrea G. 1989. Situational leadership and teacher education. System, 17(3), 409–420.CrossRefGoogle Scholar
Osunde, Edgerton O. 1999. Understanding student teaching: Case studies of experience and suggestions for survival. Lanham, MD: University Press of America.Google Scholar
Pajak, Edward. 1990. Dimensions of supervision. Educational Leadership, 48(1), 78–81.Google Scholar
Pajak, Edward. 1993. Approaches to clinical supervision: Alternatives for improving instruction. Norwood, MA: Christopher-Gordon Publishers.Google Scholar
Pennington, Martha C. 1989. Directions for faculty evaluation in language education. Language, Culture and Curriculum, 2(3), 167–193.CrossRefGoogle Scholar
Pennington, Martha C. 1990. A professional development focus for the language teaching practicum. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 132–151.Google Scholar
Pennington, Martha C. 1995. The teacher change cycle. TESOL Quarterly, 29(4), 705–731.CrossRefGoogle Scholar
Pennington, Martha C. 1996. When input becomes intake. In Donald, Freeman and Jack, Richards (eds.), Teacher learning in language teaching. New York: Cambridge University Press, 320–348.Google Scholar
Pennington, Martha C. and Belinda, Ho. 1995. Do ESL educators suffer from burnout?Prospect, A Journal of Australian TESOL, 10(1), 4–53.Google Scholar
Pennington, Martha C. and Jack, C. Richards. 1997. Reorienting the teaching universe: The experience of five first-year English teachers in Hong Kong. Language Teaching Research, 1(2), 149–178.CrossRefGoogle Scholar
Pennington, Martha C. and Aileen, L. Young. 1989. Approaches to faculty evaluation for ESL. TESOL Quarterly, 23(4), 619–646.CrossRefGoogle Scholar
Pennycook, Alastair. 1997. Cultural alternatives and autonomy. In Phil, Benson and Peter, Voller (eds.), Autonomy and independence in language learning. London: Longman, 35–53.Google Scholar
Peterson, Penelope L. and Christopher, M. Clark. 1978. Teachers' reports of their cognitive processes. American Educational Research Journal, 15(4), 555–565.CrossRefGoogle Scholar
Pfeffer, Jeffrey. 1992. Managing with power: Politics and influence in organizations. Boston: Harvard Business School Press.Google Scholar
Phillipson, Robert 1992. Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Pierce, Lorraine Valdez. 1988. Peer coaching: An innovative approach to staff development. NCBE Forum, 11(3), 1, 6.Google Scholar
Pike, Graham and David, Selby. 1988. Global teacher, global learner. London: Hodder & Stoughton.Google Scholar
Plaister, Ted. 1993. ESOL case studies: The real world of L2 teaching and administration. Englewood Cliffs, NJ: Regents/Prentice Hall.Google Scholar
Plakans, Barbara S. 1997. Undergraduates' experiences with and attitudes toward international teaching assistants. TESOL Quarterly, 31(1), 95–119.CrossRefGoogle Scholar
Polio, Charlene and Carol, Wilson-Duffy. 1998. Teaching ESL in an unfamiliar context: International students in a North American MA TESOL practicum. TESOL Journal, 7(4), 24–29.Google Scholar
Politzer, Robert L. 1970. Some reflections on “good” and “bad” language teaching behaviors. Language Learning, 20, 31–43.CrossRefGoogle Scholar
Politzer, Robert L. and Weiss, L.. 1970. The successful foreign language teacher. Philadelphia: The Center for Curriculum Development.Google Scholar
Poole, Wendy L. 1994. Removing the “super” from supervision. Journal of Curriculum and Supervision, 9(3), 284–309.Google Scholar
Popham, W. James. 1988. The dysfunctional marriage of formative and summative teacher evaluation. Journal of Personnel Evaluation in Education, 1, 269–273.Google Scholar
Porter, Carol and Janell, Cleland. 1995. The portfolio as a learning strategy. Portsmouth, NH: Boynton/Cook Publishers.Google Scholar
Powell, Garry. 1999. How to avoid being the fly on the wall. The Teacher Trainer, 13(1), 3–4.Google Scholar
Pugh, S. L. 1996. Critical reading and reasoning in the content areas. Unpublished course syllabus, Indiana University.
Quirke, Phil. 1996. Using unseen observations for an IST development program. The Teacher Trainer, 10(1), 18–20.Google Scholar
Reeser, Clayton. 1973. Management: Functions and modern concepts. Chicago: Scott, Foresman.Google Scholar
Reichelt, Melinda. 2000. Case studies in L2 teacher education. ELT Journal, 54(4), 346–353.CrossRefGoogle Scholar
Retallick, J. 1990. Clinical supervision and the structure of communication. Education Action, 1(2), 14–32.Google Scholar
Rhodes, Nancy C. and Audrey, L. Heining-Boynton. 1993. Teacher training with a twist: A collaborative project in North Carolina. Foreign Language Annals, 26(2), 155–170.CrossRefGoogle Scholar
Richards, Jack C. 1990a. The language teaching matrix. Cambridge: Cambridge University Press, 118–143.CrossRefGoogle Scholar
Richards, Jack C. 1990b. The dilemma of teacher education in second language teaching. In Jack, C. Richards and David, Nunan (eds.), Second language teacher education. Cambridge: Cambridge University Press, 3–15.Google Scholar
Richards, Jack C. (ed.). 1998. Teaching in action: Case studies from second language classrooms. Alexandria, VA: TESOL.Google Scholar
Richards, Jack C. and Graham, Crookes. 1988. The practicum in TESOL. TESOL Quarterly, 22(1), 9–27.CrossRefGoogle Scholar
Richards, Jack C. and Charles, Lockhart. 1994. Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Richards, Jack C. and David, Nunan. 1990. Second language teacher education. New York: Cambridge University Press.Google Scholar
Richards, Keith. 2002. TRUST: A management perspective on CPD. In Julian, Edge (ed.), Continuing professional development: Some of our perspectives. Whitstable, UK: IATEFL, 71–79.Google Scholar
Rinvolucri, Mario. 1981. Resistance to change on in-service teacher training courses. Recherches et Echanges, 6(1), 45–52.Google Scholar
Rogers, Carmen Villegas. 1987. Improving the performance of teaching assistants in the multi-section classroom. Foreign Language Annals, 20(5), 403–410.CrossRefGoogle Scholar
Rokeach, Milton. 1971. Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey Bass.Google Scholar
Rooney, Joanne. 1993. Teacher evaluation: No more “super”vision. Educational Leadership, 51(2), 43–44.Google Scholar
Rosencranz, Howard A. and Bruce J. Biddle. 1964. The role approach to teacher competence. In Bruce, J. Biddle and William, J. Ellena (eds.), Contemporary research on teacher effectiveness. New York: Holt, Rinehart and Winston, 232–263.Google Scholar
Rosenshine, Barak V. 1971. New directions for research on teaching. In How teachers make a difference. U.S. Department of Health, Education, and Welfare, Catalogue number HE 5.258: 58044, 69–95.Google Scholar
Rosenshine, Barak V. and Norma Furst. 1973. The use of direct observation to study teaching. In Robert, M. W. Travers (ed.), Handbook of research on teaching (2nd ed.).Chicago: Rand McNally, 122–183.Google Scholar
Rounds, Patricia L. 1987. Characterizing successful classroom discourse for NNS teaching assistant training. TESOL Quarterly, 21(4), 643–671.CrossRefGoogle Scholar
Rowley, James B. and Patricia, M. Hart. 1996. How video case studies can promote reflective dialogue. Educational Leadership, 53(6), 28–29.Google Scholar
Rueda, Robert. 1998. Standards for professional development: A sociocultural perspective. (Research Brief No. 2). Santa Cruz, CA: University of California, Center for Research on Education, Diversity and Excellence.Google Scholar
Samimy, Keiko K. and Janina Brutt-Griffler. 1999. To be a native or a non-native speaker: Perceptions of “non-native” students in a graduate TESOL program. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 127–144.Google Scholar
Saraswathi, V. 1991. Coping with teacher resistance: Insights from INSET programmes. In Eugenius, Sadtono (ed.), Language teacher education in a fast changing world. Singapore: Regional Language Centre (Anthology Series 29), 75–87.Google Scholar
Savage, Deborah A. and Paul L. Robertson. 1999. The maintenance of professional authority: The case of physicians and hospitals in the United States. In Paul, L. Robertson (ed.), Authority and control in modern industry: Theoretical and empirical perspectives. London: Routledge, 155–172.Google Scholar
Schmidt, Richard. 1995. Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Richard, Schmidt (ed.), Attention and awareness in foreign language learning (Technical Report #9). Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center, 1–63.Google Scholar
Schmidt, Richard and Sylvia Nagem Frota. 1986. Developing conversational ability in a second language: A case study of an adult learner of Portuguese. In Richard, R. Day (ed.), Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House, 237–326.Google Scholar
Schön, Donald A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
Schön, Donald A. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.Google Scholar
Schön, Donald A. (ed.). 1991. Introduction. In Donald, A. Schön (ed.), The reflective turn: Case studies in and on educational practice. New York: Teachers College Press, 1–11.Google Scholar
Schwebel, Sara L., David, C. Schwebel, Bernice, L. Schwebel, and Carol, R. Schwebel. 2002. The student teacher's handbook (4th ed.). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Seaman, Alan, Barry, Sweeny, Pamela, Meadows, and Marilyn, Sweeny. 1997. Collaboration, reflection, and professional growth: A mentoring program for adult ESL teachers. TESOL Journal, 7(1), 31–34.Google Scholar
Sergiovanni, Thomas J. 1977. Reforming teacher evaluation: Naturalistic alternatives. Educational Leadership, 34(8), 602–607.Google Scholar
Sergiovanni, Thomas J. 1982. Toward a theory of supervisory practice: Integrating scientific, clinical, and artistic views. In Thomas, J. Sergiovanni (ed.), Supervision of teaching. Alexandria, VA: ASCD, 67–80.Google Scholar
Sergiovanni, Thomas J. 1984. Expanding conceptions of inquiry and practice in supervision and evaluation. Educational Evaluation and Policy Analysis, 6(4), 355–365.CrossRefGoogle Scholar
Sergiovanni, Thomas J. 1985. Landscapes, mindscapes, and reflective practice in supervision. Journal of Curriculum and Supervision, 1(1), 5–17.Google Scholar
Sergiovanni, Thomas J. 1986. A theory of practice for clinical supervision. In John, W. Smyth (ed.), Learning about teaching through clinical supervision. London: Croom Helm, 37–58.Google Scholar
Sergiovanni, Thomas J. 1989. Science and scientism in supervision and teaching. Journal of Curriculum and Supervision, 4(2), 93–105.Google Scholar
Shapiro, Phyllis P. and Agnes, Teresa Sheehan. 1986. The supervision of student teachers: A new diagnostic tool. Journal of Teacher Education, 37(6), 35–39.CrossRefGoogle Scholar
Shavelson, Richard. 1973. The basic teaching skill: Decision making. R & D Memorandum No. 104, Stanford, CA: Stanford University, School of Education.Google Scholar
Shaw, Peter A. 1979. Handling a language component in a teacher training course. In Susan, Holden (ed.), Teacher Training (special issue No. 3 of Modern English Teacher). London: Modern English Publications, 12–15.Google Scholar
Shea, Catherine and Carolyn, Babione. 2001. The electronic enhancement of supervision project (EESP). In Growing partnerships for rural special education: Conference proceedings. San Diego, CA. Abstract retrieved July 24, 2002 from ERIC database.Google Scholar
Sheal, Peter. 1989. Classroom observation: Training the observers. English Language Teaching Journal, 43(2), 92–103.CrossRefGoogle Scholar
Showers, Beverly. 1985. Teachers coaching teachers. Educational Leadership, 42 (7), 43–48.Google Scholar
Showers, Beverly and Bruce, R. Joyce. 1996. The evolution of peer coaching. Educational Leadership, 53(6), 12–16.Google Scholar
Shrigley, Robert L. and Ronald, A. Walker. 1981. Positive verbal response patterns: A model for successful supervisor-teacher conferences. School, Science and Mathematics, 81(7), 560–562.CrossRefGoogle Scholar
Shulman, Lee S. 1992. Toward a pedagogy of cases. In Judith, H. Shulman (ed.), Case methods in teacher education. New York: Teachers College Press, 1–30.Google Scholar
Slimani, Assia. 1987. The teaching/learning relationship: Learning opportunities and the problem of uptake – an Algerian case study. Unpublished doctoral dissertation, University of Lancaster, UK.
Smith, Jan, Nancy Stenson, and K. A. Winkler. 1980. Toward more effective teacher observation and evaluation. Paper presented at the 1980 TESOL Convention, San Francisco.
Soppelsa, Elizabeth F. 1997. Empowerment of faculty. In Mary, Ann Christison and Fredricka, L. Stoller (eds.), A handbook for language program administrators. Burlingame, CA: Alta Book Center Publishers, 123–141.Google Scholar
Stanley, Claire. 1995. Teacher supervision and reflectivity: A relational and interactional process. Unpublished doctoral dissertation, Lesley College, Cambridge, MA.
Stanley, Claire. 1998. A framework for teacher reflectivity. TESOL Quarterly, 32(3), 584–591.CrossRefGoogle Scholar
Stenson, Nancy, Jan Smith, and William Perry. 1979. Videotape and the training and evaluation of language teachers. Paper presented at the 1979 TESOL Convention, Boston, MA.
Stodolsky, Susan S. 1984. Teacher evaluation: The limits of looking. Educational Researcher, 13, 11–22.CrossRefGoogle Scholar
Stoller, Fredricka L. 1996. Teacher supervision: Moving towards an interactive approach. English Teacher Forum, 34, 2–9.Google Scholar
Stones, Edgar. 1987. Teaching practice supervision: Bridge between theory and practice. European Journal of Teacher Education, 10(1), 67–79.CrossRefGoogle Scholar
Strevens, Peter. 1989. The achievement of excellence in language teaching. In John, H. Esling (ed.), Multicultural education and policy: ESL in the 1990's. Toronto: Ontario Institute for Studies in Education, 73–87.Google Scholar
Stronge, James H. (ed.). 1997. Evaluating teaching: A guide to current thinking and best practice. Thousand Oaks, CA: Corwin Press.Google Scholar
Sturman, Peter. 1992. Team teaching: A case study from Japan. In David, Nunan (ed.), Collaborative language learning and teaching. Cambridge: Cambridge University Press, 141–161.Google Scholar
Sukwiwat, Mayuri and Larry E. Smith. 1981. TESOL and training non-native English speakers: Are M.A. teacher education programs getting the job done? In Janet, C. Fisher, Mark, A. Clarke, and Jacquelyn, Schachter (eds.), On TESOL '80 – Building bridges: Research and practice in teaching English as a second language. Washington, DC: TESOL, 3–14.Google Scholar
Sullivan, Susan and Jeffrey, Glanz. 2000. Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press.Google Scholar
Swan, June. 1993. Metaphor in action: The observation schedule in a reflective approach to teacher education. English Language Teaching Journal, 47(3), 242–249.CrossRefGoogle Scholar
Tajino, Akira and Yasuko, Tajino. 2000. Native and non-native: What can they offer? Lessons from team-teaching in Japan. English Language Teaching Journal, 54(1), 3–11.CrossRefGoogle Scholar
Tanner, R., Longayroux, D., Beijaard, D., and Verloop, N.. 2000. Piloting portfolios: Using portfolios in pre-service teacher education. ELT Journal, 54(1), 20–30.CrossRefGoogle Scholar
Taska, Betty K. 1975. Teacher training for the non-native speaker in francophone Africa. In Ruth, Crymes and William, E. Norris (eds.), On TESOL '74. Washington, DC: TESOL, 67–72.Google Scholar
Telatnik, Mary Ann. 1978. The intensive journal as self-evaluative instrument. Paper presented at the 1978 Annual TESOL Convention, Mexico City.
Terry, Robert M. 1992. Improving inter-rater reliability in scoring tests in multisection courses. In Joel, C. Walz (ed.), Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle, 229–262.Google Scholar
Thomas, Jacinta. 1999. Voices from the periphery: Non-native teachers and issues of credibility. In George, Braine (ed.), Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum, 5–13.Google Scholar
Thomson, W. Scott and Parmalee, P. Hawk. 1996. Project dist-ed: Teleconferencing as a means of supporting and assisting beginning teachers. Action in Teacher Education, 17(4), 9–17.CrossRefGoogle Scholar
Tinker Sachs, Gertrude. 2002. Learning Cantonese: Reflections of an EFL teacher educator. In David, C. S. Li (ed.), Discourses in search of members: In honor of Ron Scollon. Lanham, MD: University Press of America, 509–540.Google Scholar
Sachs, Gertrude, Mark, N. Brock, and Regina, Lo. 1996. Directions in second language teacher education. Hong Kong: City University of Hong Kong.Google Scholar
Tinker Sachs, Gertrude, Julia, Cheung, Dorothy, Pang, and Mary, Wong. 1998. Transforming the supervision of English language teachers in Hong Kong. Asia Pacific Journal of Language in Education, 1(2), 102–128.Google Scholar
Tisher, Richard P. 1984. Teacher induction: An international perspective on provisions and research. In Lillian, G. Katz and James, D. Roths (eds.), Advances in teacher education, Volume 1. Norwood, NJ: Ablex, 113–123.Google Scholar
Tracy, Saundra J. and Robert, H. MacNaughton. 1989. Clinical supervision and the emerging conflict between the neo-traditionalists and the neo-progressives. Journal of Curriculum and Supervision 4(3), 246–256.Google Scholar
Underhill, Adrian. 1992. The role of groups in developing teacher self-awareness. ELT Journal, 46(1), 71–80.CrossRefGoogle Scholar
Van, Berg, Rudolf, Peter Sleegers, and Femke, Geijsel. 2001. Teachers' concerns about adaptive teaching: Evaluation of a support program. Journal of Curriculum and Supervision, 16(3), 245–258.Google Scholar
Linda, Wagenen and Michael, K. Hibbard. 1998. Building teacher portfolios. Educational Leadership, 55(5), 26–29.Google Scholar
Venn, Martha L., Larry, R. Moore, and Philip, L. Gunter, 2000–2001. Using audio/video conferencing to observe field-based practices of rural teachers. Rural Educator, 22(2), 24–27.Google Scholar
Verity, Deryn P. 2000. Side affects: The strategic development of professional satisfaction. In James, P. Lantolf (ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 179–197.Google Scholar
Vigil, N. A. and Oller, J. W.. 1976. Rule fossilization: A tentative model. Language Learning, 26, 281–295.CrossRefGoogle Scholar
Vygotsky, Lev S. 1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
Wagner, Laura A. 1985. Ambiguities and possibilities in California's mentor teacher program. Educational Leadership, 43, 23–29.Google Scholar
Waite, Duncan. 1992a. Supervisors' talk: Making sense of conferences from an anthropological linguistic perspective. Journal of Curriculum and Supervision, 7(4), 349–371.Google Scholar
Waite, Duncan. 1992b. Instructional supervision from a situational perspective. Teaching & Teacher Education, 8(4), 319–332.CrossRefGoogle Scholar
Waite, Duncan. 1993. Teachers in conference: A qualitative study of teacher-supervisor face-to-face interactions. American Educational Research Journal, 30(4), 675–702.CrossRefGoogle Scholar
Waite, Duncan. 1995. Teacher resistance in a supervision conference. In David, Corson (ed.), Discourse and power in educational organizations. Cresskill, NJ: Hampton Press, 71–86.Google Scholar
Wajnryb, Ruth. 1986. Learning to teach – The place of self-evaluation. TESL Reporter, 19(4), 69–73.Google Scholar
Wajnryb, Ruth. 1992. The lightbulb has to want to change: Supervision as a collaborative process. TESOL in Context, 2(1), 6–8.Google Scholar
Wajnryb, Ruth. 1994a. The pragmatics of feedback: A study of mitigation in the supervisory discourse of TESOL teacher educators. Unpublished doctoral dissertation, Macquarie University, Sydney, NSW, Australia.
Wajnryb, Ruth. 1994b. Pragmatics and supervisory discourse: Matching method and purpose. Prospect, A Journal of Australian TESOL, 9(1), 29–38.Google Scholar
Wajnryb, Ruth. 1995a. Teachers' perceptions of mitigation in supervisory discourse: A report of a pilot study. South Pacific Journal of Teacher Education, 23(1), 71–82.CrossRefGoogle Scholar
Wajnryb, Ruth. 1995b. The perception of criticism: One trainee's experience. ELICOS Association Journal, 13(1), 54–68.Google Scholar
Wajnryb, Ruth. 1998. Telling it like it isn't – exploring an instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29, 531–544.CrossRefGoogle Scholar
Walen, Elizabeth and Mimi, DeRose. 1993. The power of peer appraisals. Educational Leadership, 51(2), 45–48.Google Scholar
Wallace, Michael J. 1979. Microteaching and the teaching of English as a second or foreign language in teacher training institutions. Edinburgh: Scottish Centre of Education Overseas.Google Scholar
Wallace, Michael J. 1981. The use of video in EFL teacher training. ELT documents 110 – Focus on the teacher: Communicative approaches to teacher training. London: The British Council, 7–21.Google Scholar
Wallace, Michael J. 1991. Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.Google Scholar
Wallace, Michael J. 1998. Action research for language teachers. Cambridge: Cambridge University Press.
Wallace, Michael J. 2000. The case for case studies. IATEFL Research SIG and Teacher Development SIG Newsletter: Special Joint Issue. June, 12–18.Google Scholar
Wallace, Michael and David, Woolger. 1991. Improving the ELT supervisory dialogue: The Sri Lanka experience. English Language Teaching Journal, 45(4), 320–327.CrossRefGoogle Scholar
Walz, Garry R. and Edward, C. Roeber. 1962. Supervisors' reactions to a counseling interview. Counselor Education and Supervision, 2(1), 2–7.CrossRefGoogle Scholar
Walz, Joel D. (ed.). 1992. Development and supervision of teaching assistants in foreign languages. Boston: Heinle & Heinle.Google Scholar
Watson-Gegeo, Karen. 1988. Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575–592.CrossRefGoogle Scholar
Weinstein, Carol Simon. 1989. Case studies of extended teacher preparation. In Anita, E. Woolfolk (ed.), Research perspectives on the graduate preparation of teachers. Englewood Cliffs, NJ: Prentice Hall, 30–50.Google Scholar
Welskopp, Thomas. 1999. Class structures and the firm: The interplay of workplace and industrial relations in large capitalist enterprises. Robertson, Paul L. (ed.), Authority and control in modern industry: Theoretical and empirical perspectives. London: Routledge, 73–119.CrossRefGoogle Scholar
Wenger, Etienne. 1998. Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.CrossRefGoogle Scholar
Wenzlaff, Terri L. and Katherine, E. Cummings. 1996. The portfolio as metaphor for teacher reflection. Contemporary Education, 67(2), 109–112.Google Scholar
Wertsch, James V. 1991. Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.Google Scholar
Wertsch, James V., Pablo, del Río, and Amelia, Alvarez (eds.). 1995. Sociocultural studies of mind. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Westerman, Delores. 1991. Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292–305.CrossRefGoogle Scholar
Wheeless, L. R. and Grotz, J. 1977. The measurement of trust and its relationship to self-disclosure. Human Communication Research, 4, 143–157.CrossRefGoogle Scholar
White, Ron, Mervyn, Martin, Mike, Stimpson, and Robert, Hodge. 1991. Management in English language teaching. New York: Cambridge University Press.Google Scholar
Wiles, Kimball. 1967. Supervision for better schools (final ed.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Wilkin, Margaret. 1992. On the cusp – from supervision to mentoring in initial teacher training. Cambridge Journal of Education, 22(1), 79–90.CrossRefGoogle Scholar
Williams, Marion. 1989. A developmental view of classroom observation. English Language Teaching Journal, 43(2), 85–91.CrossRefGoogle Scholar
Winer, Lise. 1992. Spinach to chocolate: Changing awareness and attitudes in ESL writing teachers. TESOL Quarterly, 26(1), 57–80.CrossRefGoogle Scholar
Wise, Arthur E., Linda, Darling-Hammond, Milbrey, W. McLaughlin, and Harriet, T. Bernstein. 1984. Case studies for teacher evaluation: A study of effective practices. Santa Monica, CA: Rand Corporation.Google Scholar
Wolf, Kenneth. 1996. Developing an effective teaching portfolio. Educational Leadership, 53(6), 34–37.Google Scholar
Wolfe-Quintero, Kate and James, Dean Brown. 1998. Teacher portfolios. TESOL Journal, 7(6), 24–27.Google Scholar
Woods, Devon. 1989. Studying ESL teachers' decision-making: Rationale, methodological issues, and initial results. Carleton Papers in Applied Language Studies. Ottawa: Carleton University.Google Scholar
Woods, Devon. 1996. Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice. Cambridge: Cambridge University Press.Google Scholar
Yeung, Ka Wah and David Watkins. 1998. Assessing student teachers' professional self-esteem: A Hong Kong construct validation study. Unpublished PhD thesis, University of Hong Kong. Abstract retrieved July 23, 2002, from ERIC database.
Yu, Ren Dong. 2000. Learning to see diverse students through reflective teaching portfolios. In Karen, E. Johnson (ed.), Teacher education. Alexandria, VA: TESOL, 137–153.Google Scholar
Zahorik, John A. 1988. The observing-conferencing role of university supervisors. Journal of Teacher Education, 39(2), 9–16.CrossRefGoogle Scholar
Zahorik, John A. 1992. Perspectives and imperatives: Good teaching and supervision. Journal of Curriculum and Supervision, 7(4), 393–404.Google Scholar
Zeichner, Kenneth M. and Daniel, P. Liston. 1985. Varieties of discourse in supervisory conferences. Teaching and Teacher Education, 1(2), 155–174.CrossRefGoogle Scholar
Zeichner, Kenneth M. and Daniel, P. Liston. 1987. Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23–47.CrossRefGoogle Scholar
Zeichner, Kenneth M. and Daniel, P. Liston. 1996. Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Zepeda, Sally J. and Judith, A. Ponticell. 1998. At cross-purposes: What do teachers need, want, and get from supervision?Journal of Curriculum and Supervision, 14(1), 68–87.Google Scholar
Zuck, Joyce Gilmour. 1984. Comments on Peter Master's “the etiquette of observing.”TESOL Quarterly, 17(4), 337–341.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Kathleen M. Bailey
  • Book: Language Teacher Supervision
  • Online publication: 19 February 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511667329.017
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Kathleen M. Bailey
  • Book: Language Teacher Supervision
  • Online publication: 19 February 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511667329.017
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Kathleen M. Bailey
  • Book: Language Teacher Supervision
  • Online publication: 19 February 2010
  • Chapter DOI: https://doi.org/10.1017/CBO9780511667329.017
Available formats
×