Sprache: Englisch
Verlag: Columbia University Press, 2002
ISBN 10: 0231108532 ISBN 13: 9780231108539
Anbieter: ThriftBooks-Atlanta, AUSTELL, GA, USA
Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
Sprache: Englisch
Verlag: Columbia University Press, 2002
ISBN 10: 0231108532 ISBN 13: 9780231108539
Anbieter: Better World Books Ltd, Dunfermline, Vereinigtes Königreich
EUR 9,73
Anzahl: 1 verfügbar
In den WarenkorbZustand: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
EUR 67,02
Anzahl: 2 verfügbar
In den WarenkorbPaperback. Zustand: Brand New. 274 pages. 9.00x6.00x0.75 inches. In Stock.
Sprache: Englisch
Verlag: Columbia University Press, 2002
ISBN 10: 0231108532 ISBN 13: 9780231108539
Anbieter: moluna, Greven, Deutschland
EUR 53,32
Anzahl: Mehr als 20 verfügbar
In den WarenkorbKartoniert / Broschiert. Zustand: New. This text offers a comprehensive analysis, examining the history and principles of the task-centered model for educational supervision (TCS). It presents an in-depth discussion of its practical implementation and makes use of detailed case vignettes.
Sprache: Englisch
Verlag: Columbia University Press Okt 2002, 2002
ISBN 10: 0231108532 ISBN 13: 9780231108539
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - This book provides a comprehensive examination of instructional supervision and introduces the Task-Centered Model for Educational Supervision (TCS). It begins by reviewing the history of educational supervision in social work and principles of effective teaching practices in the field. While theories about the principles and purposes of educational supervision abound, it has proven difficult to translate these ideas into a coherent model of supervisory practice. Educational Supervision in Social Work answers that need, presenting in detail TCS, an ordered series of discrete activities that supervisors and supervisees follow during and between supervision meetings. Designed to promote the continuous attainment of learning and practice objectives, TCS accommodates new models of field instruction, addresses common accountability concerns in social work supervision, and teaches practitioners how to be self-initiating and evaluative. Focusing on the practical implementation of TCS, Caspi and Reed have included detailed case vignettes throughout the book that provide concrete examples of putting theory into practice. Both supervisors of interns and staff as well as supervisees will find TCS a helpful tool in the supervisory process.