Relevant bibliographies by topics / Supervisor

Academic literature on the topic 'Supervisor'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Supervisor"

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Ladany, Nicholas, Deborah Lehrman-Waterman, Max Molinaro, and Bradley Wolgast. "Psychotherapy Supervisor Ethical Practices." Counseling Psychologist 27, no. 3 (May 1999): 443–75. http://dx.doi.org/10.1177/0011000099273008.

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The overall purpose of this article is to present a review of the literature that identifies the salient ethical guidelines related to the practice of supervision and to discuss the results of a study that examined supervisor ethical practices. In terms of our investigation, we examined supervisee perceptions of their supervisors’ adherence to ethical guidelines, supervisee reactions to ethical violations, and the relationships among supervisor ethical behaviors, the supervisory working alliance, and supervisee satisfaction. The results indicated that 51% of the 151 beginning to intern-level supervisees sampled reported at least one ethical violation by their supervisors. The most frequently violated guidelines involved adequate performance evaluation, confidentiality issues relevant to supervision, and ability to work with alternative perspectives. Greater nonadherence to ethical guidelines was significantly related to a weaker supervisory alliance and lower supervisee satisfaction. Limitations and implications for psychotherapy supervision theory, research, and practice are addressed.
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Harwood, Nigel, and Bojana Petrić. "Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities." Journal of International Students 9, no. 1 (January 8, 2019): 150–71. http://dx.doi.org/10.32674/jis.v9i1.276.

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Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
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Stephens, Simon. "The supervised as the supervisor." Education + Training 56, no. 6 (August 5, 2014): 537–50. http://dx.doi.org/10.1108/et-10-2012-0095.

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Purpose – The relationship between doctoral students and their supervisors impacts on degree completion rates; faculty research performance; and postgraduate satisfaction with their alma mater. The purpose of this paper is to explore the relationship between the experience of supervision and subsequent supervision practices. Design/methodology/approach – Totally, 40 supervisors who are doctoral students/graduates were approached to participate in the study, and 32 agreed. For each participant, data were collected to explore their development as a supervisor. Findings – Supervisors seek guidance from textbooks, workshops, peers, colleagues and their doctoral supervisor to develop as a supervisor. Their supervision style emerges as a reaction to both positive and negative experiences of supervision. A recurring theme in the data is that if there is something missing in the supervision experience, the student will emphasise this element in their approach to supervision. Practical implications – The changing nature of doctoral provision is changing the role of the supervisor. This paper explores the relationship between a student and their supervisor. The outcome is that insights are provided into how the experience of doctoral supervision is reflected in the supervisory practices of the supervised. Originality/value – The impact of the supervisor on the doctoral student's/graduate's subsequent approach to supervision can be mapped against previous research. Additional research is needed to identify the different styles of supervision practised, and how each style is valued within the academic community.
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Pagga, Pagga, Abd Rahman Getteng, Khalifah Mustami, and St Syamsudduha. "KINERJA SUPERVISOR DAN KREATIVITAS GURU PAI." Idaarah: Jurnal Manajemen Pendidikan 4, no. 2 (November 20, 2020): 129. http://dx.doi.org/10.24252/idaarah.v4i2.15936.

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This study aims to determine the supervisor's performance and the creativity of the Islamic Religious Education teachers at SMAN Sinjai Regency. This research used qualitative research. The data analysis technique used is data reduction, data presentation, data collection using descriptive exploratory analysis techniques, and inductive qualitative methods. The result was found that the supervisor's performance in the preparation of supervisor program planning had been compiled in an accurate manner and the implementation of supervisor supervision had been implemented in the field continuously. PAI teacher creativity in SMA Negeri Sinjai Regency has increased through several programs that have been carefully prepared by supervisors. The supporting factors for supervisors in increasing the creativity of PAI teachers are the existence of supervisory standardization arrangements and the presence of collectors. As for the inhibiting factors for supervisors, namely the number of target schools that are too many, the busyness of the supervisors outside the supervision program, the number of supervisors is still low, and the teacher's perception of supervision activities is still not good.
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Vîșcu, Loredana Ileana, Clifton Edward Jr Watkins, and Ioana Eva Căadariu. "Group Supervision in Psychotherapy - Development Stages, Development Phases of the Supervisory Relationship and the Supervisee’s Development Levels." International Journal of Supervision in Psychotherapy 2021, no. 3 (June 1, 2021): 7–27. http://dx.doi.org/10.47409/ijsp.2021.3.1.

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The organisation and supervision of a group of therapists, during a long period of time, are commitments that the supervisor thinks about both before starting the activity with the group and throughout the existence of the group. Supervision models can provide a mental map accordingly used by the supervisor in the journey with each supervisee, but also with the group as a whole. During each supervision session, the supervisor places the group as a whole in a development stage (coagulation, maturation, final) and identifies at the stage of development for the supervisory relationship [1] with each member of the group and with his/her level of development [2], but also with the entire group, adapting his/her style to the characteristics of each supervisee, but also to the characteristics of the group as a whole. The learning alliance is the centre of the supervision relationship. The aim of the paper is to integrate the development stages of the supervision group with the development phases of the supervisory relationship and with the supervisee’s development levels. The paper is based on our practical activity as supervisors in group supervision.
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Perris, Carlo. "Supervising Cognitive Psychotherapy and Training Supervisors." Journal of Cognitive Psychotherapy 8, no. 2 (January 1994): 83–103. http://dx.doi.org/10.1891/0889-8391.8.2.83.

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Independent of theoretical orientation, most schools of psychotherapy rightly regard supervision as one of the most important components of the training of therapists. The issue of supervision seems sorely neglected in the cognitive psychotherapy literature, however. The aim of this article is to contribute to filling the gap that apparently exists. Aspects discussed include a conceptualization of the supervisory process from the point of view of the supervisee and the supervisor, and issues related to the interpersonal context of supervision with special regard to possible sources of conflict between supervisor and supervisee. Finally, issues relating to the formal training of supervisors will be treated and the approach of the Swedish Association for Cognitive Psychotherapy will be highlighted.
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Supriatna, Ade, Ulfiah Ulfiah, Nandang Koswara, and Sayid Muhamad Rifki Noval. "Supervision Management Of Supervisor Managerial In Improving Performance Head Of Madrasah Tsanawiyah In Bandung District." International Journal of Educational Research & Social Sciences 3, no. 5 (October 15, 2022): 1844–50. http://dx.doi.org/10.51601/ijersc.v3i5.495.

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Facing the demands of improving the quality of education, an important component that should not be ignored is the Head of Madrasah. Madrasah principals are required to have managerial competence in managing madrasas. The competence of the Madrasah Head can be carried out properly, one of which is supported by the guidance carried out by the education supervisor through a managerial supervision program. Therefore, the focus of this research is the management of supervisory managerial supervision in improving the performance of the head of MTs in the Ministry of Religion of Bandung Regency so that the expected output is increasing the quality of managerial supervision of Madrasah Tsanawiyah (MTs) supervisors, especially Madrasah Tsanawiyah Supervisors (MTs) Darussalam Arjasari, Madrasah Tsanawiyah ( MTs) Al-Ihsan Ciparay and Madrasah Tsanawiyah (MTs) Al-Matsur Pamengpeuk. This study aims to analyze and find empirically about the management of managerial supervision carried out by MTs Supervisors in improving the performance of the head of Madrasah Tsanawiyah (MTs) in the Ministry of Religion of Bandung Regency. The research process is carried out through the identification of phenomena that occur in planning, implementing, organizing, monitoring, impacting, supporting factors and obstacles to managerial supervision of the madrasah principal. The respondents were Supervisor, Head of Madrasah and Head of Madrasah Section, Ministry of Religion, Bandung Regency. The results of his research that the implementation of managerial supervision carried out by the supervisor of MTs Darusalam, Al-Ihsan, Al-Mansur can affect the performance of the madrasa principal. The supporting factor is the good relationship between the MTs Supervisor and the Head of Madrasah Tsanawiyah. The obstacles to managerial supervision are the lack of coordination between supervisors and the Madrasah Section and the supervisor's role is not functioning optimally. The solutions are: the supervisor's role as a partner, partner, motivator, negotiator, consultant, innovator, evaluator, the conclusion is that: First, supervisors carry out supervision to improve and improve the performance of the Head of Madrasah Tsanawiyah starting with planning, implementation to evaluation. Both supervisions are carried out to monitor, improve programs, and carry out follow-up supervision for the realization of improving the performance of madrasah principals so that they are motivated to advance education. The research product is a coordination forum between the head of the madrasah section or the Head of the Ministry of Religion with the Supervisor and Supervisory Assessment with the PKPM program (Performance Assessment of Madrasah Supervisors).
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Rankine, Matt. "The internal/external debate: The tensions within social work supervision." Aotearoa New Zealand Social Work 31, no. 3 (September 30, 2019): 32–45. http://dx.doi.org/10.11157/anzswj-vol31iss3id646.

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INTRODUCTION: Supervision is crucial to social workers’ practice. Within the current managerial social services environment, the supervisor juggles organisational and professional accountabilities—organisational agendas often dominate practitioners’ reflection. In response, alternative types of supervision have emerged, one of which is external supervision.METHODS: This paper analyses qualitative discussions with key informants and supervisory dyads in community-based child welfare services regarding reflective practices in supervision. Internal and external supervision arrangements were discussed in depth relative to their impact on social work practice.FINDINGS: Analysis of discussions identified four themes: the significance of external supervision for building capacity, resilience and confidential reflective space; the role of internal supervision for managerial and organisational agendas; tensions associated with external supervision regarding funding and accountability; and important attributes of the supervisor in successful working relationships.CONCLUSIONS: External supervision is essential for professional competence but considerable inter-organisational variation exists in how this is utilised. Three key considerations emerged: accountabilities of external supervisor, supervisee and internal supervisor towards collaborative practice, evaluation and feedback; purchasing of external supervision; and the professional development of external supervisors. Further education connecting the importance of the supervisory relationship to realise critical thinking and practice development is essential for the future of social work.
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Herdiawan, Rama Dwika. "The Implementation of Clinical Supervision Models towards The Language Teaching and Learning." Research and Innovation in Language Learning 1, no. 1 (April 18, 2018): 29. http://dx.doi.org/10.33603/rill.v1i1.1079.

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The effective supervision assists the teacher trainees or supervisee develop themselves in terms of the professional development such as teaching instrustions or methods, content, and also pedagogy. This article is aimed to explore as well as discuss the related literature particularly on clinical supervision. It describes best practices in clinical supervision through a set of relevant previous studies, and the roles of supervisor, supervisee, and the students in relation to the use of clinical supervision models used. It also deals with providing some useful guidelines for students and supervisors (not only for clinical students) to pursue the development of relationship among them in conducting the clinical supervision models. Therefore, the review of related literature focuses on clinical supervision which is expected to help the whole parties in the supervisory process to accelerate their goals as well as obejctives clearly, and also to minimize the potential problems and facilitate the implementation of effective supervision.Keywords: Clinical Supervision Models, , Teaching and Learning Language, Supervisor, Supervisee.
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MUSBAHAERI, MUSBAHAERI. "OPTIMALISASI KEDUDUKAN, TUGAS POKOK, DAN FUNGSI PENGAWAS PENDIDIKAN AGAMA ISLAM (PAI)." DIDAKTIKA 11, no. 2 (June 20, 2019): 201. http://dx.doi.org/10.30863/didaktika.v11i2.166.

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Supervisors of Islamic Education (PAI) have a very important role in improving the quality of education both in terms of process and output. Its position as supervisor of PAI subjects in schools to support the implementation of the PAI teacher's duties. The main task is to plan supervision, foster, monitor, and assess the implementation of learning PAI, and prepare supervisor report. Function as a supervisor to carry out academic supervision for teachers PAI. The results of supervision will be the evaluation material to carry out the guidance of PAI teachers. Given the importance of the PAI supervisory duties, it is deemed necessary to optimize the position, the main duty and function so that the PAI supervisor is not considered an unnecessary position. This optimization involves enhancing local government and ministerial cooperation in managing the division of supervisory tasks, developing the profession of PAI supervisors, and making PAI supervisors the first priority to be equipped with the latest knowledge and information related to Islamic religious education.
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Dissertations / Theses on the topic "Supervisor"

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Smith, Justin. "Training supervisors and supervisor factors associated with positive supervision outcomes." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Clingerman, Tamara L. "The relationship between counseling supervisor focus of supervision and personality characteristics matching between supervisor and supervisee." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Carroll, Michael Francis. "The generic tasks of supervision : an analysis of supervisee expectations, supervisor interviews and supervisory audio-taped sessions." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/2985/.

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Stewart-Hopkins, Patricia F. "Correlations Between Supervisory Relationships and Effectiveness: Self-Perceptions of Supervisor and Supervisee." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353342949.

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Vieceli, Ada E. "A comparison of supervisor development and supervision emphasis of academic and on-site supervisors /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1212791611&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 73-80). Also available online.
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Klink, Charles Jay. "The effects of supervisor self-disclosure on supervisee perception of supervisor characteristics and attributes /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848078450227.

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Doyle, Kevin Anthony. "Modeled Wellness: Using Perceived Supervisor Wellness and the Supervisory Relationship to Predict Supervisee Personal Wellness." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80963.

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Wellness has become an increasingly important paradigm for counseling and clinical supervision. A heightened focus on counselor wellness in supervision has emerged as an intervention to improve quality of care to clients and prevent counselor impairment. Although researchers have examined the benefits of wellness interventions in supervision, we have little understanding of the supervisor's ability to model wellness to their supervisees. Nor have researchers shown how a supervisor's wellness influences supervisee wellness—and if and how the strength of the supervision relationship changes this influence. Thus, the purpose of this quantitative investigation was to (a) analyze the role of modeled wellness as a way for supervisors to influence the multifaceted aspects of supervisee wellness, and (b) identify if the factoring in the supervisory relationship changes this influence. This quantitative study included a sample of 105 counselor education students enrolled in practicum or internship courses who were receiving supervision from a site-based supervisor. Results indicated that supervisee personal wellness was influenced by the supervisee's perception of supervisor wellness. Certain second-order factors of perceived supervisor wellness (Creative and Coping Selves) were more predictive of the corresponding factor of supervisee personal wellness. When the strength of the supervisory relationship was considered, the model became more predictive despite the lack of correlation between the strength of the supervisory relationship and supervisee personal wellness. Results from this investigation suggest that the supervisory relationship can act as a suppressor variable, controlling for error in the equation and making the perception of supervisor wellness a more valid predictor. A subsequent correlational analysis suggests that the error in prediction was primarily in supervisory relationships of moderate strength. The combination of the supervisee's perception of their supervisor's wellness and the strength of the supervisory relationship predicted 9% of the variance in supervisee wellness. Implications for counselors, supervisors, educators, and policy are discussed. Limitations and recommendations for future inquiry are highlighted based on the findings from this investigation.
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Lassiter, Wanda Lynn. "Supervisor behaviors and their relationship to satisfaction with supervision, supervisor competence, and improved counselor ability /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531957191.

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Hilton, Doreen Bowen. "Effects of level of supervisory support and race of supervisor on perceptions of counseling and supervision /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995774.

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Santos, Catarina Sofia Oliveira. "Supervisão clínica: levantamento de opiniões." Bachelor's thesis, [s.n.], 2016. http://hdl.handle.net/10284/5729.

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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da Fala
O presente estudo tem como objetivo geral o estudo das características associadas à supervisão clínica, na perspetiva dos alunos e dos docentes da Clínica Pedagógica de Terapia da Fala da Universidade Fernando Pessoa. Assim, pretende-se determinar as características valorizadas pelos alunos versus docentes no que respeita à prática de supervisão clínica; identificar fatores que possam melhorar a relação de supervisão clínica; identificar características que os alunos/ docentes associam a um bom supervisor; identificar características que os alunos/ docentes associam a um mau supervisor e identificar os benefícios associados à supervisão clínica na perspetiva de alunos/docentes. Para isso, foram recolhidas informações relativas à supervisão clínica em áreas de saúde e da educação. Este trabalho terá uma metodologia qualitativa baseado em entrevistas individuais a alunos e docentes da Clínica Pedagógica de Terapia da Fala da Universidade Fernando Pessoa. A amostra é constituída por nove supervisionados a frequentar o Estágio Profissionalizante II na Clínica, e cinco supervisores na Clínica, todos do sexo feminino. Após a recolha dos dados, procedeu-se à transcrição das entrevistas e posterior análise de conteúdo e elaboração dos quadros com as diversas categorias. Os resultados obtidos na presente investigação são coerentes com os estudos descritos na literatura, e pode-se observar que os resultados quanto aos benefícios e sugestões de supervisão clínica superam os que a literatura refere.
The present study has as main objective the study of the characteristics associated with clinical supervision, in the perspective of students and the Teaching of Speech at the University Fernando Pessoa Therapy Clinic teachers. Thus, it is intended to determine the valued characteristics versus the teaching students regarding the practice of clinical supervision; identify factors that can improve clinical supervision relationship; identify characteristics that students / faculty associate with a good supervisor; identify characteristics that students / faculty associate with a bad supervisor and identify the benefits associated with clinical supervision from the perspective of students / teachers. For this, information on the clinical supervision in health and education areas were collected. This work will have a qualitative methodology based on individual interviews with students and teachers of the Pedagogical Clinic of Speech Therapy at the University Fernando Pessoa. The sample consists of nine supervised attending the Professional Training II at the Clinic, and five supervisors in the clinic, all female. After collecting the data, it proceeded to the transcription of the interviews and subsequent analysis of content and preparation of the tables with the different categories. The results obtained in this study are consistent with studies described in the literature, and can be seen that the results on the benefits and clinical supervision of suggestions surpass the literature reports.
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Books on the topic "Supervisor"

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Ramsey, Mildred. The super supervisor. Greenville, S.C: Positive Presentations, 1986.

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Personnel supervisor. Syosset, N.Y: National Learning Corp., 2013.

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Cai, Kai, and W. Murray Wonham. Supervisor Localization. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20496-3.

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Eley, Adrian R. Effective postgraduate supervision: Improving the student-supervisor relationship. Maidenhead: Open University Press, 2005.

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Stahl, Susan S. The empowering supervisor: From supervisor to team leader. King of Prussia, Pa: Organization Design and Development, 1992.

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Mary, Parker. Supervisor constructs and supervisory style as related to theoreticalorientation. [Guildford]: [University of Surrey], 1990.

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Bittel, Lester R. What every supervisor should know: The basicsof supervisory management. 5th ed. New Delhi: Tata McGraw-Hill, 1985.

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Stepping up to supervisor. Menlo Park, Calif: Crisp Publications, 1991.

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Chapman, Elwood N. The new supervisor. Los Altos, Calif: Crisp Publications, 1992.

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Dixon, Rowland C. Fire controlman supervisor. [Pensacola, Fla.]: The Activity, 1995.

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Book chapters on the topic "Supervisor"

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Rounds, Jerald, and Robert Segner. "Supervision and the Supervisor." In Construction Supervision, 15–25. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118984024.ch2.

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Weik, Martin H. "supervisor." In Computer Science and Communications Dictionary, 1690. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18581.

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Hotori, Eiji, Mikael Wendschlag, and Thibaud Giddey. "Belgium: Formalization and Incremental Development of a Supervisor with Increasing Powers and Authority." In Formalization of Banking Supervision, 99–112. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6783-1_7.

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AbstractThe formalization process of Belgian banking supervision provides an interesting case. Mixed international influences as well as major domestic reforms influenced the direction of formalizing the supervisory system. It began in the middle of the 1930s as a consequence of the economic and financial crisis at the beginning of the decade. The reforms undertaken in 1934 and 1935 transformed the Belgian banking system from a free and unrestricted market, featuring very influential financial groups operating universal banking, to a supervised and more specialized banking system. However, based on our understanding of “formalization,” the process was not completed until the mid-1970s, because newly created formal supervision agency—the Banking Commission—initially functioned with very little resources and powers on a similar basis as its Swiss equivalent. In the post-Second World War era, the Belgian banking supervisor developed significantly, and its influence reached beyond mere prudential supervision. By the mid-1970s, the Banking Commission got involved in monetary and state financing policy, and the agency obtained the supervision of additional financial institutions.
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Kumar, Dinesh Kant. "The Supervisor and the Supervised." In Research Methods for Successful PhD, 31–53. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339281-4.

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Cheon, Hee-Sun, and Claudia Grauf-Grounds. "Supervisor-Supervisee Relationship in Couple and Family Therapy Supervision." In Encyclopedia of Couple and Family Therapy, 2854–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_654.

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Cheon, Hee-Sun, and Claudia Grauf-Grounds. "Supervisor-Supervisee Relationship in Couple and Family Therapy Supervision." In Encyclopedia of Couple and Family Therapy, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_654-1.

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Robyns, Benoît, Bruno Francois, Philippe Degobert, and Jean Paul Hautier. "Fuzzy Supervisor." In Vector Control of Induction Machines, 155–93. London: Springer London, 2012. http://dx.doi.org/10.1007/978-0-85729-901-7_5.

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Weik, Martin H. "supervisor lock." In Computer Science and Communications Dictionary, 1690. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18586.

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Weik, Martin H. "supervisor state." In Computer Science and Communications Dictionary, 1690. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18587.

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Weik, Martin H. "overlay supervisor." In Computer Science and Communications Dictionary, 1208. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_13409.

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Conference papers on the topic "Supervisor"

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Wright, Angela Siobhan. "The Challenge of Research Supervision: The Experience of Lecturers in Various Academic Disciplines." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11234.

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Research supervision is the highest level of teaching for academics. Yet, in many cases, academics are allocated supervision without any formal training. For many supervisors, their supervision approach will be a mirror of what they have experienced themselves at post-graduate levels. Many supervisors consider that this form of teaching is stressful and onerous due to the responsibility placed on it by the Higher Education Institution and the student ultimately. What can be done to support supervisors in their supervisory journey? There is a void in the academic literature on research supervision with scant aids available to the supervisor (Cullen, 2009). Brew and Boud (1995) outline the importance of instructor knowledge; however, supervisors only gain extensive supervisory experience over the years. The aim of this study is to better understand the supervisory process. Data was gathered from 12 lecturers engaged in supervision across various disciplines. Findings indicate that supervisors need to adopt and continually change to differing circumstances and different student personalities while supervising. It is essential that formal supervisory training be provided for all supervisors. The findings from this evaluation are novel and will be beneficial to research supervisors across various disciplines. Keywords: Research Supervision, Multi-Disciplinary, Reflection.
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Stieģele, Dace, and Ilze Miķelsone. "Pedagogical Supervision in the Higher Education Study Process." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.36.

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When starting studies, support that can be implemented in individual and group supervision is important for the development of students’ personalities and academic competence. The article aims to reveal the essence of pedagogical supervision and its application in the higher education study process. The research was implemented as a theoretical study, during which the analysis of selected sources – professional and scientific literature, research on supervision, and pedagogical supervision was performed, using induction, deduction, and comparison methods. The following keywords were used to search for data sources: pedagogical supervision, supervisee, supervision, supervisor, education, higher education. A total of 32 data sources were selected. As a result of the theoretical research, a matrix of explanations of the concepts of supervision, pedagogical supervision, and a supervisor was created and a conceptual explanation of the concept of pedagogical supervision in the context of the higher education study process was developed. The conceptual explanation of the concept of pedagogical supervision developed in the research reveals the possibilities of extended application of pedagogical supervision in the higher education study process, including both the components of pedagogical supervision and the essence of supervision as such – to provide support for the growth and improvement of the supervisee.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Rohimah, Yoyom Siti, and Ricky Agusiadi. "PELAKSANAAN SUPERVISI PEMBELAJARAN DI SMPN 2 PARIGI." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.7.

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Pelaksanaan Supervisi pembelajaran di SMPN 2 Parigi menjadi penting. Supervisi pembelajaran merupakan proses, usaha dan hasil yang dapat membantu guru untuk lebih profesional dalam meningkatkan kualitas pembelajaran yang diberikan kepada siswa di SMPN 2 Parigi, sehingga SMPN 2 Parigi membutuhkan supervisor yang profesional dan handal. Pencapaian target dalam pelaksanaan supervisi pembelajaran di SMPN 2 Parigi harus memperhatikan beberapa hal yaitu tujuan dari supervisi, prinsip supervisi, teknik supervisi, fungsi supervise, permasalahan supervisi, pemecahan masalah supervisi agar dapat meningkatkan kualitas pendidikan di SMPN 2 Parigi.
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Davydov, A., A. Larionov, and N. Nagul. "Logic inference based construction of a supervisor for a discrete event system." In The International Workshop on Information, Computation, and Control Systems for Distributed Environments. Crossref, 2020. http://dx.doi.org/10.47350/iccs-de.2020.05.

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The paper provides a general view on the original logical inference based approach to dealing with discrete event systems as subject to supervisory control theory. The approach proposes a representation of automata-based discrete event system as a positively constructed formula and implementation of the calculus of positively constructed formulas. The stages of a supervisor construction are illustrated with a simplified model of an autonomous underwater vehicle operational modes switching. The supremal controllable sublanguage of the specification and the supervisor are constructed.
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Rajan, Rahul, Cliff Chen, and Ted Selker. "Considerate supervisor." In the 2012 ACM annual conference extended abstracts. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2212776.2223844.

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Tasrif, Elfi. "Academic Supervision Mechanism by Vocational High School Supervisor." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.35.

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"A Project Management Perspective of PhD Supervision Process – Towards Effective and Efficient Model [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4349.

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Aim/Purpose: Continuing low percentage of on-time-completion of doctoral studies suggest the exploration of new approaches to the process is desirable. Background: PhD studies may be viewed as a project- it is a temporary endeavor undertaken to create a unique product. Project management practices have proven to be helpful in numerous domains. Methodology: Process analysis method will be applied, using: 1) semi-structured interviews with supervisors and supervisee, 2) data gathered by the school of advance graduate studies in higher education institute. Contribution: The research will explore the appropriated measurable indicators of successful PhD and identify project management practices that promote better process and outcomes of PhD studies. Impact on Society: Better and more efficient process will support lower individual and national spending on doctoral studies Future Research: Further research should explore relevance of the findings in various settings (characteristics of the supervisor and supervisee, higher education system etc.)
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Rodrigues, María José, Cristina Martins, Dario Santos, Lubacha Zilhão, and Rogério Almoço. "Supervisão pedagógica de professores na Universidade Pedagógica de Moçambique: averiguando opiniões." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10309.

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Cientes que a supervisão pedagógica é um processo fundamental para o desenvolvimento profissional dos professores e futuros professors, surge a realização do estudo que envolve investigadores da Escola Superior de Educação do Instituto Politécnico de Bragança (ESE-IPB) e a Universidade Pedagógica de Moçambique – delegação de Manica (UP – Manica). Numa fase inicial, pretendemos conhecer a opinião dos supervisores da UP – Manica acerca do processo de supervisão pedagógica. Trata-se de uma invetigação qualitativa, de natureza descritiva e interpretativa. O inquérito surge, nesta fase, como a técnica de recolha de dados principal, sendo um questionário constituído por questões abertas e fechadas, o instrumento utilizado. Neste, foi solicitado aos participantes a caraterização do processo de supervisão. Dos 16 supervisores que responderam, houve unanimidade na resposta no que concerne ao destaque que atribuem à importância deste processo, nomeadamente na formação dos alunos – futuros professores – e, particulramente, na sua integração nas escolas. Muito embora seja clara uma associação do processo à avaliação dos alunos, para a caraterização do processo descrevem atividades que desenvolvem, tal como o acompanhamento dos alunos na planificação e observação de aulas. Quando identificam os constrangimentos que sentem, o número excessivo de alunos, a dispersão geográfica das escolas e o tempo de que dispõem para realizar a supervisão, são os aspetos mais registados. Enumeram como sugestão para a melhoria do processo a formação dos supervisores, o número de alunos por supervisor e os recursos materiais. Desta feita, concluímos que é imperativo otimizar a qualidade do processo de supervisão pedagógica, o que cremos seja facilitado, conforme perpstivamos, pela cooperação estabelecida entre parceiros e instituições.
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Rugaiyah, Rugaiyah, Shabrina Amelia, Siti Nabilah, and Desi Rahmawati. "Teacher Supervision by Elementary Schools Supervisor through Web-Based Clinical Supervision." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.156.

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Reports on the topic "Supervisor"

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Nelson, Matthew A., Dmitry Keselman, and Joseph F. Longo. BioWatch SMS Supervisor Guide. Office of Scientific and Technical Information (OSTI), July 2013. http://dx.doi.org/10.2172/1093941.

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Sale, Brittany. Predictors of Family-Supportive Supervisor Behaviors: Supervisor Job Stress and Work-Family Climate. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.276.

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Mahoney, Luke. An Examination of Daily Family-Supportive Supervisor Behaviors, Perceived Supervisor Responsiveness and Job Satisfaction. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7311.

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McMillan, B. K. Simone, a Discrete Event Simulation Supervisor. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada195600.

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Vandervoort, Richard J. On-Orbit Supervisor for Controlling Spacecraft. Fort Belvoir, VA: Defense Technical Information Center, July 1992. http://dx.doi.org/10.21236/ada254342.

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Ashcroft, John. Technical assistance on the application of risk-based pension fund supervision by the Superintendencia de Banca, Seguros y AFP (SBS) of Peru. Inter-American Development Bank, February 2017. http://dx.doi.org/10.18235/0003866.

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This document is the eleventh of the PLAC Network Technical Assistance Document Series and is entitled “Technical assistance on the application of risk-based pension fund supervision by the Superintendencia de Banca, Seguros y AFP (SBS) of Peru”. It sets out the conclusions and recommendations arising from an evaluation of the implementation by SBS of risk-based supervision of pensions in February 2018. It builds on an initial evaluation undertaken on materials sent in advance. SBS is an integrated supervisor and regulator of financial services institutions in Peru, and the subject of this review was the Deputy Superintendence for the Supervision of Pension Fund Management Companies.
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Crain, Tori. The Crossover Effects of Supervisor Work-Family Positive Spillover on Employee Sleep Deficiency: Moderating Effects of Family Supportive Supervisor Behaviors (FSSB). Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.895.

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Auten, Dana. Supervisor Mindfulness and Its Association with Leader-Member Exchange. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5945.

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Wood, Suzanne, and Joanne C. Marshall-Mies. Improving Supervisor and Coworker Reporting of Information of Security Concern. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada411811.

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Korchin, Howard. Development of a Comprehensive Supervisor Training Program for Advanced Manufacturing Technology. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada243533.

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