Welcome to The Journal of Educational Supervision
The Journal of Educational Supervision (JES) publishes peer-reviewed articles related to the field of supervisory practices in education. Through a double-blind peer-reviewed process, JES offers a wide range of opportunities for academics and practitioners to add to the literature on supervision that addresses the nexus of theory and practice. JES currently averages a 35% acceptance rate.
The University at Buffalo Graduate School of Education helps sponsor fees associated with this journal in an effort to preserve and promote the formative feedback theories that inform the preparation and practices of educators in supervision. The Journal of Educational Supervision (JES) would also like to acknowledge and thank the Council of Professors of Instructional Supervision, as well as the American Educational Research Association Supervision and Instructional Leadership SIG, for their respective financial donation in support of costs associated with starting JES.
Current Issue: Volume 7, Issue 1 (2024)
Conceptual
Conceptualizing Images of Supervisors in Teacher Education
Steve Haberlin and Rebecca W. Burns
Empirical Research
Advancing Instructional Leadership: Instructional Coaching Skills Development Through Mixed Reality Experiences
Marjorie Ceballos and Krista Bixler