Association For Supervision Research Articles

UTILIZATION OF THE WHOLE CHILD APPROACH IN IMPROVING THE ACADEMIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN ECONOMICS 9: BASIS FOR PROPOSED LEARNING INSTRUCTIONAL ACTIVITIES

This study was conducted to explore the utilization of the whole child approach in improving the academic performance of high school students in Economic 9. After the process of experiment and assessment, proposed learning instructional activities utilizing the whole child tenets were produced. The proponent used purposive sampling in selecting the students who were included in the study. The researcher prepared a letter of request to the Principal of the school, to asked permission and approval to conduct the research. In the construction of the lesson plan and the teacher made test, the researcher sought the assistance of the teachers and professors coming from the different schools in the private and public, to check and validate the research instruments. The proponent also asked permission from the Association for Supervision and Curriculum Development in the U.S. to use the online standardized questionnaire. In administering the copies of the survey instrument were personally distributed and retrieved by the proponent to the grade 9 students. This study found out that the whole child approach contributed to the improvement of the academic performance of grade 9 high school students in Economics for the fourth-quarter period. This is seen through the positive results of the post-test and learning gain of students, which corroborated from the data extracted from the survey questionnaire. Through the T-test of two sample means, it was revealed that there is a significant difference in the pre-test and post-test of the students. It is also revealed that the majority of the respondents have higher post-test than pre-test and having positive learning gain. Furthermore, there is a need to intensify the efforts of the school administrators and educators to support and promote sustainable use of the whole child approach in classroom instruction. Proposed learning instructional activities were formulated based on the findings of the study.

Emerging Frameworks in Health and Education: Conceptual Evolution in Pursuit of School-Based Health.

This paper presents a historical account of conceptual development at the intersection of American education and health. Beginning with early advancements from the Association for Supervision and Curriculum Development and the World Health Organization, the authors show the movement from early considerations of the codependency of health and education. The authors suggest that more than fifty years of theoretical innovations at the nexus of health and education culminated in the 2014 introduction of "Whole School, Whole Community, Whole Child" (WSCC). At the same time, the authors show that the trajectory of this movement was far from linear. In addition to explaining why WSCC is in many ways a critical revision of the social determinants model that serves today as a promising foundation of American school-based health, the authors examine opportunities and challenges that the pivot towards WSCC presents. Three particular areas are explored: assessment, funding, and collaboration.

Understanding students’ global interdependence in science instruction

Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students’ global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum’s lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.

Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic

ABSTRACT Purpose This study investigates two extensive reading (ER) programmes carried out in a secondary school in Beijing during the COVID-19 pandemic, with the aim of analysing how differentiated instruction (DI) is reflected in the ER implementation and how this forced online learning inform foreign/second language (L2) pedagogy in relation to ER and DI. Design/methodology/approach Adopting an exploratory case study approach, the study collected data from multiple sources: interview with six students and two teachers; questionnaire survey (N = 74 + 27); teachers’ reflective journal; documents related to the two reading programmes. Data collection lasted for a semester (six months). Thematic analysis was used to code and interpret data. Findings Following the five-category framework for differentiated instruction (Tomlinson, C. A., and T. Moon. 2013. Assessment and Student Success in a Differentiated Classroom. Alexandria: Association for Supervision & Curriculum Development), this study collects evidence of DI implementation in terms of content (three-tiered system of providing reading materials), process (personalised reading frequency and quantity), and product (diversified forms/platforms of presentation of reading results) of the reading programmes. However, due to the online teaching mode, DI was not fully reflected in aspects of affect (inadequate collaborative activities and interaction between students and teacher) and learning environment (lack of studying-together atmosphere). Results also indicate a widening gap between higher and lower achieving learners regarding engagement with ER activities due to differences in student autonomy and parental involvement. Originality/value This study provides some insights into differentiated instruction in ER implementation in the lockdown period, and proposes implications for L2 pedagogical design and innovation with a DI approach to ER.

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Factors that support the development of exemplary school library programs

This paper will examine a wide range of studies related to the factors that support the development of exemplary school library programs and then focus on the context for Ontario, Canada. In 2003, the Association for Supervision and Curriculum Development (as cited in IASL, 2008) reviewed research studies to answer the question “What effects do school libraries have on student achievement?” and they concluded that “school library characteristics may account for up to 8 percent of the variance in reading-related test scores” [emphasis added] (p. 1). Consequently, it is important to identify the characteristics that make a school library exemplary although they are not always indicative of student achievement and learning.

Creating a Welcoming and Engaging Environment in an Entirely OnlineBiomedical Engineering Course.

In the spring of 2020, brick and mortar colleges had to abruptly adapt to the reality of COVID-19 and transition to entirely online environments in a manner of weeks. This required a rapid (< 2 weeks) acquisition of knowledge and flexibility in using technology, most commonly Zoom. Upon completion of the semester, and after debriefing with numerous faculty teaching required courses across the biomedical engineering department at ____ University, the most common comments were that the online engagement and the online environment were nothing close to the traditional classroom environment: students were less likely to show up; less likely to enable their cameras so you could see their faces; and less likely to ask or answer questions in class. To address these issues, in this paper we make easily implementable recommendations that will increase engagement and improve the inclusivity of online courses that can be applied to any biomedical engineering course offered in an online environment. Student engagement is especially important for promoting student learning as has been well documented in education research (Taylor and Parsons in Curr. Issues Educ, 2011. Retrieved from http://cie.asu.edu/; Armstrong in The Best Schools: how human development research should inform educational practice. Association for Supervision and Curriculum Development (ASCD), Alexandria; 2006). The four recommendations for improving the engagement in the online classroom are: (1) make it a priority to stress the importance of having their cameras on during lecture and explain why it’s important; (2) have a “Daily Question” at the start of lecture where all students respond in chat followed by a brief discussion; (3) make use of the polling feature in Zoom to frequently assess student understanding and upon discovering student confusion on any given question, send them to breakout rooms to discuss, incorporating a quick active learning exercise that can help reduce the monotony of online lecture; and (4) create handouts that are circulated prior to class for students to take different pieces of a particular problem, solve them in their teams in individual breakout rooms, and then discuss the content and results back in class with all teams together. These techniques were shown to increase engagement and attendance and fostered a welcoming environment in the online classroom, contributing positively to student experience and in turn allowing students to achieve student learning outcomes despite the difficult circumstances.Electronic supplementary materialThe online version of this article (10.1007/s43683-020-00024-x) contains supplementary material, which is available to authorized users.

Abusive retaliation of low performance in low-quality LMX relationships

In the current study, we investigated the occurrence of abusive retaliation in response to low performance. More specifically, we hypothesize an association between low work performance and abusive supervision, as well as leader-member exchange (LMX) as a moderator of the association. Furthermore, we explored a potential link between abusive supervision and social loafing, and whether work-related negative affect would mediate this link. Data were collected from business organizations in Norway. To alleviate potential common method variance, data were collected separately from leaders and followers. In line with our expectations, we present results indicating that low performing followers are more prone to be abused by their supervisor, particularly if they are in a low quality LMX relationship. Conversely, LMX relationships can have a “buffering” effect on the performance/abusive supervision association. Furthermore, our results suggest abused followers reacted with both work-related negative affect and social loafing. The implications of this latter finding are discussed in light of the ongoing conversation regarding the role of emotions in exchange processes.

Think Beyond You: Activate the Power of Your School Treatment Team

Think Beyond You: Activate the Power of Your School Treatment Team

Teacher Leaders and Student Achievement: can the dots be connected?

Abstract This study was designed to determine the effects of teacher leadership on student achievement in middle school math and science. Participants were 173 8th grade students, and eight teachers — four of whom were identifed as teacher leaders. The experimental groups were comprised of students who were instructed by teachers identifed as teacher leaders; and the control groups were comprised of students instructed by teachers not identifed as teacher leaders. Each experimental and control group was compared using the Explorer test results to determine equivalence between groups. An ANOVA performed on End of Quarter Test data in advanced and non-advanced math and science revealed a signifcant difference in both the advanced science and math groups; teacher leaders are positively correlated with higher scores of the advanced math and science groups. No signifcant difference was found between the experimental groups and control groups in either non-advanced math or science classes; teacher leaders did not signifcantly impact the scores of the non-advanced math and science groups. Keywords : Teacher leadership, Middle school, Math, Student achievement. References ACT. Explorer Test . 2013. Retrieved from http://www.act.org/explorestudent/ ANDREWS, D.; CROWTHER, F. Parallel leadership: A clue to the contents of the “black box” of school reform. International Journal of Educational Management , 16,152-159, 2002. doi:10.1108/09513540210432128 BASS, B. M.; RIGGIO, R. E. Transformational leadership (2 nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2006. BEACHUM, F.; DENTITH, A. M. Teacher leaders creating cultures of school renewal and transformation. The Educational Forum , 68, 276-286, 2004. doi:10.1080/00131720408984639 BILL AND MELINDA GATES FOUNDATION. Learning about Teaching : Initial Findings from the Measures of Effective Teaching Project. Seattle, Washington: Author, 2010. Retrieved from http://www.metproject.org/downloads/Preliminary_FindingsResearch_Paper.pdf BRUGGENCATE, G.; LUYTEN, H.; SCHEERENS, J.; SLEEGERS, P. Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Education Administration Quarterly , 48, 699-732, 2012. doi:10.1177/0013161X11436272 COBURN, C. E.; RUSSELL, J. L. District policy and teachers' social networks. Educational Evaluation and Policy Analysis , 30(3), 203-235, 2008. CURTIS, R. Finding a new way : Leveraging teacher leadership to meet unprecedented demands . Washington, D.C.: The Aspen Institute, 2013. DANIELSON, C. Teacher leadership that strengthens professional practice . Alexandria, VA: Association for Supervision and Curriculum Development. 2006. DANIELSON, C. The many faces of leadership. Educational Leadership , 65(1) 14-19, 2007. ELLIOTT, R.; KAZEMI, E.; LESSEIG, K.; MUMME, J.; CARROLL, C.; KELLEY-PETERSEN, M. Conceptualizing the work of leading mathematical tasks in professional development . Journal of Teacher Education , 60, 364-379, 2009. GARET, M. S.; PORTER, A. C.; DESIMONE, L.; BIRMAN, B. F.; YOON, K. S. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal , 38, 915-945, 2001. GIGANTE, N. A.; FIRESTONE, W.A. Administrative support and teacher leadership in schools implementing reform. Journal of Education Administration , 46, 302-331, 2008. HARRISON, C.; KILLION, J. Ten roles for teacher leaders. Educational Leadership , 65, 74-77, 2007. JACOBS, A. Examining the relationship between student achievement and observable teacher characteristics: Implications for school leaders. International Journal of Educational Leadership Preparation , 7, 1-13, 2012. Retrieved from http://cnx.org/content/m44965/latest/ LEITHWOOD, K.; JANTZI, D. The relative effects of principal and teacher sources of leadership on student engagement with school. Education Administration Quarterly , 35, 679-706, 1999. doi:10.1177/0013161X99355002 ROBINSON, V.; LLOYD, C.; ROWE, K. The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Education Administration Quarterly , 44, 635-674, 2008. doi:10.1177/0013161X08321509 SNELL, J.; SWANSON, J. The essential knowledge and skills of teacher leaders : Asearch for a conceptual framework. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA, 2000. WAHLSTROM, K. L.; YORK-BARR, J. Leadership: Support and structures make the ifference for educators and students. Journal of Staff Development , 32, 22-25, 2011. http://eric.ed.gov/?id=EJ941373 WATERS, T.; MARZANO, R. J.; MCNULTY, B; MID-CONTINENT REGIONAL EDUCATIONAL LAB., A. C. Balanced Leadership : What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement . A Working Paper, 2003. WHITAKER, T. Informational teacher leadership - The key to successful change in the middle school level. NASSP Bulletin , 79, 76-81, 1995. doi:10.1177/019263659507956712 YORK- BARR, J.; DUKE, K. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research , 74, 255-316, 2004.

Wiggins, G., &amp; McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD.

Writers and curriculum experts Grant Wiggins and Jay McTighe present in this second edition of their best-seller Understanding by Design not only a framework to work on curriculum design in a more comprehensive, overarching, and thorough way but also a pedagogical as well as educational perspective that encourages teachers, students, administrative staff, and even policy makers, to reconsider the purpose, objectives, and impact that a thoughtful curriculum design can have for the community in which it is implemented. In this book, the authors provide a clear depiction of both the theoretical foundations and the practical elements putting everything together for the construction of the design of learning. The different chapters follow their three-staged backward design idea which I consider useful for a full understanding of this innovative way of planning and designing a curriculum.

Expanding the Epistemological Terrain

During the civil rights movement of the 1960s and 1970s, the quest for civil rights by African Americans and other groups of color reverberated throughout the United States and the world, including within educational professional and research organizations, such as the Association for Supervision and Curriculum Development, the National Council of Teachers of English, and the American Educational Research Association (AERA). In this article, I discuss the presidential addresses of four AERA presidents, the historical and demographic context in which they were presented, and the ways in which these addresses increased equity and diversity within AERA by expanding its epistemological terrain.

The Whole School, Whole Community, Whole Child model: a new approach for improving educational attainment and healthy development for students.

BACKGROUNDThe Whole Child approach and the coordinated school health (CSH) approach both address the physical and emotional needs of students. However, a unified approach acceptable to both the health and education communities is needed to assure that students are healthy and ready to learn.METHODSDuring spring 2013, the ASCD (formerly known as the Association for Supervision and Curriculum Development) and the US Centers for Disease Control and Prevention (CDC) convened experts from the field of education and health to discuss lessons learned from implementation of the CSH and Whole Child approaches and to explore the development of a new model that would incorporate the knowledge gained through implementation to date.RESULTSAs a result of multiple discussions and review, the Whole School, Whole Community, Whole Child (WSCC) approach was developed. The WSCC approach builds upon the traditional CSH model and ASCD's Whole Child approach to learning and promotes greater alignment between health and educational outcomes.CONCLUSIONBy focusing on children and youth as students, addressing critical education and health outcomes, organizing collaborative actions and initiatives that support students, and strongly engaging community resources, the WSCC approach offers important opportunities that will improve educational attainment and healthy development for students.

The ASCD Healthy School Communities project: formative evaluation results

Purpose– The purpose of this paper is to report the formative evaluation results from the Association for Supervision and Curriculum Development Healthy School Communities (HSC) pilot project.Design/methodology/approach– This study utilized 11 HSC pilot sites in the USA (eight sites) and Canada (three sites). The evaluation question was “What are the levers of change in a school community that allow for the initiation and implementation of best practice and policy for improving school health?” Pre- and post-site visits along with in-depth interviews with school teams, teachers, students, administrators, community stakeholders and other involved individuals, school site report reviews, Healthy School Report Card results and school improvement plans were used for evaluation purposes.Findings– This study identified nine levers of change: principal as leader of the HSC efforts; active and engaged leadership; distributive team leadership; effective use of data for continuous school improvement; integration of the HSC process with the school improvement process; ongoing and embedded professional development; authentic and mutually beneficial community collaborations; stakeholder support of the local HSC effort; and creation or modification of school policy related to HSC that increased the likelihood that school improvement via health promotion would be pursued and sustained.Research limitations/implications– Owing to the qualitative methods used in this study and the number of schools in the pilot project, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation question further.Practical implications– This study has implications for schools seeking to create sustainable, systemic integration of health and education for effective health-promoting schools and continuous school improvement.Originality/value– This study provides evidence that integration of health and education can become a sustainable and integral part of a school’s culture.

Regulation and Recognition in Education Discourses

In December of 2010, blogger Michael Fischer created Common CoreZilla as a referent to the Common Core State Standards (CCSS) as a forum to talk about teachers' fears regarding curricular change and new regulatory requirements. As of this writing, the CCSS have been adopted by 45 states in the United States and are the result of a statedriven, business-backed initiative to develop a set of internationally benchmarked Math and English Language Arts achievement standards. Assessments of student achievement on CCSS are being developed by two consortia for national use. Further, teacher evaluations in many states, for both art and non-art teachers, are tied to CCSS through value-added models using CCSS test results to define the educational value a teacher has added to a child's education1 (Jennings, 2012). The CCSS and related assessments are intended to align diverse state curricula, improve educational outcomes, prepare students for college and careers, foster development and implementation of rigorous academic content, and ensure high-quality teaching practices grounded in content and pedagogical knowledge and skill (Common Core State Standards Initiative, 2012; Youngs, 2013).Fischer's Common CoreZilla (2012) has served as both an icon of terror and a promise of manageability. It is a tongue-in-cheek metaphor intended to reassure teachers that although CCSS seems terrifying, it is manageable; although time consuming, its management will not consume them. Despite this, the Godzilla metaphor aptly signals the unease that CCSS-and the network of regulations they are part of-is creating. This commentary further considers CCSS and the network of related assessments within which it is embedded, using Jacques Lacan's theory of discourse to develop insight into the regulatory education discourse provoking this unease and teachers' positions within it.Recognizing Ourselves Through Master SignifiersPreK-12 and higher education art educators with whom I have spoken acknowledge that attending to standards and assessments can lead to deeper understandings of what is being taught and how student learning happens. However, the current configuration of standards and assessments houses curricular decisions and evaluation systems in large, centralized organizations-such as the CCSS Initiative, the Association for Supervision and Curriculum Development (ASCD) (www.ascd. org), and Pearson Education (www.pearsonschool.com)-that act from assumed positions of definitive knowledge about what constitutes good content and good teaching. Concerns about what is important for students, teachers, and society are voiced but occur at the periphery of regulated actions which are already codified through states'requirements and supported by the U.S. federal government's Race to the Top funding structure (www2.ed.gov/programs/ racetothetop).Lacan used the term master signifier to describe signs that position individuals within discourse by providing anchors for identities in which we can recognize ourselves and be recognized by others (Bracher, 1993). Master signifiers operating within the CCSS discourse can be found in the CCSS mission statement:The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. (CCSS Initiative, 2012, para. 1)The words consistent, clear, help, robust, relevant, college and career, knowledge and skills for success, fully prepared, future, best positioned, compete, and global economy appear here and throughout the CCSS website, and are echoed in countless blogs and articles discussing CCSS. …

Catching Up or Leading the Way: American Education in the Age of Globalization by Yong D. Zhao. Alexandria, VA: Association for Supervision and Curriculum Development, 2009. 229 pp.; $26.95 (paper).

<i>Catching Up or Leading the Way: American Education in the Age of Globalization</i> by Yong D. Zhao. Alexandria, VA: Association for Supervision and Curriculum Development, 2009. 229 pp.; $26.95 (paper).

The Educational Relevance of Communication Disorders

The Educational Relevance of Communication Disorders

Editorial

<i>Editorial</i>

Liturgical Spiritual Formation Across the Generations

Click to increase image sizeClick to decrease image size Notes Gabriel Moran, Showing How: The Act of Teaching (Valley Forge, PA: Trinity Press International, 1997), 37. Presbyterian Church (U.S.A.), Office of Spiritual Formation, Louisville, KY. Available at http://www.pcusa.org/spiritualformation/whatis.pdf. For resources for spiritual formation see Peter Feldmeier, The Developing Christian: Spiritual Growth through the Life Cycle (New York: Paulist Press, 1989); David F. White, Practicing Discernment with Youth: A Transformative Youth Ministry Approach (Cleveland, OH: Pilgrim Press, 2005); Gordon W. Lathrop, The Pastor: A Spirituality (Minneapolis: Fortress Press, 2006); Patricia Hendricks, Hungry Souls, Holy Companions: Mentoring a New Generation of Christians (Harrisburg, PA: Morehouse Publishing, 2006); Jim Wilhoit, Spiritual Formation As If the Church Mattered: Growing in Christ Through Community (Grand Rapids, MI: Baker Academic, 2008); Sarah Arthur, The God-Hungry Imagination: The Art of Storytelling for Postmodern Youth Ministry (Nashville, TN: Upper Room Press, 2007); Kenda Creasy Dean and Ron Foster, The Godbearing Life: Soul Tending for Youth Ministry (Nashville, TN: Upper Room Press, 1998). See also the Companions in Christ series from Upper Room Press; Michael J. Anthony, ed., Perspectives on Children's Spiritual Formation: Four Views (Nashville, TN: Broadman & Holman Publishers Academic, 2006); Catherine Stonehouse, Joining Children on the Spiritual Journey: Nurturing the Life of Faith (Grand Rapids, MI: Baker Books, 1998); Mike King, Presence-Centered Youth Ministry: Guiding Students into Spiritual Formation (Downer's Grove, IL: IVP Books, 2006); Robert Keeley, Helping Our Children Grow Spiritually: How Churches Can Nurture Spiritual Development for Kids (Grand Rapids, MI: Baker Books, 2008); Linda Graybeal and Julia L. Roller, Connecting with God: A Spiritual Formation Guide, a Renovaré resource (San Francisco: Harper SanFrancisco, 2006). See also other Renovaré resources published under the direction of Richard Foster by Harper Collins. Marva J. Dawn, A Royal “Waste of Time”: The Splendor of Worshiping God and Being the Church for the World (Grand Rapids, MI: Eerdmans, 1999), 13. Carolyn C. Brown, You Can Preach to the Kids, Too!: Designing Sermons for Adults and Children (Nashville, TN: Abingdon, 1997). Moran, 51. See Eliot Eisner, “The Three Curricula All Schools Teach,” The Educational Imagination: On the Design and Evaluation of School Programs, 3rd ed. (New York: Macmillan College Publishing, 1994). David Elkind, Children and Adolescents: Interpretive Essays on Jean Piaget (New York: Oxford University Press, 1970), 99. Moran, 42. Barbara K. Given, Teaching to the Brain's Natural Learning Systems (Alexandria, VA: Association for Supervision and Curriculum Development, 2002). Given, 5. Daniel Goleman, Emotional Intelligence: Why It Can Matter More than IQ (New York: Bantam Books, 1995). Quoted in Given, 15. Given, 37. Given, 58. Given, 48. See Marianne H. Micks, The Future Present: The Phenomenon of Christian Worship (New York: Seabury, 1970); Donald Saliers, Worship as Theology: Foretaste of Glory Divine (Nashville, TN: Abingdon, 1994). Given, 84. Given, 79. Given, 61. Given, 82. Given, 86. Given, 107. Given, 108–9. Given, 10. In an intriguing exploration of neuroscience and Christian theology, Carol Rausch Albright and James B. Ashbrook make the claim that the very shape of human creaturehood, as understood through neuroscientific discoveries, reflects the nature of God. See Carol Rausch Albright and James B. Ashbrook, Where God Lives in the Human Brain (Naperville, IL: Sourcebooks, 2001). Given, 106, quoting David Perkins, Outsmarting IQ: The Emerging Science of Learnable Intelligence (New York: Free Press, 1995), 117.

A National Pastoral Supervision Association?

A National Pastoral Supervision Association?