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 of Maine College of Education and Human Development sponsors this journal in an effort to preserve and promote the formative feedback practices that inform 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 4, Issue 3 (2021)
Advancing a Democratic Pedagogy and Supervision Framework: An Illustrative Case of Teacher Questioning in Secondary Mathematics Instruction
Esther A. Enright and Douglas Wieczorek
The Role of Personality in Early Alliance Formation in the Context of Clinical Supervision of Psychotherapists in Training
Cynthia Bilodeau, Stéphanie Lalande, and Andréanne Kyle
Connecting Theory to Practice
Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis of Clinically-Based Instructional Assignments
Sonia Janis, Mardi Schmeichel, Joseph McAnulty, Chantelle Grace, and Kaitlin Wegrzyn