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Grimmett, Peter Philip

Overview
Works: 19 works in 54 publications in 1 language and 1,459 library holdings
Genres: Conference papers and proceedings  Cross-cultural studies 
Roles: Author, Editor, Other
Classifications: LB1707, 370.72
Publication Timeline
Key
Publications about Peter Philip Grimmett
Publications by Peter Philip Grimmett
Most widely held works by Peter Philip Grimmett
Reflection in teacher education ( Book )
9 editions published in 1988 in English and held by 591 libraries worldwide
Teacher development and the struggle for authenticity : professional growth and restructuring in the context of change ( Book )
4 editions published in 1994 in English and held by 303 libraries worldwide
Changing times in teacher education : restructuring or reconceptualization by Marvin Wideen( Book )
7 editions published between 1994 and 1995 in English and held by 282 libraries worldwide
Teacher certification and the professional status of teaching in North America : the new battleground for public education by Peter Philip Grimmett( Book )
6 editions published between 2011 and 2012 in English and held by 114 libraries worldwide
Research in teacher education : current problems and future prospects in Canada ( Book )
4 editions published in 1984 in English and held by 51 libraries worldwide
Changing Times in Teacher Education : Restructuring or Reconceptualising? by Marvin Wideen( Book )
6 editions published between 1994 and 2012 in English and held by 17 libraries worldwide
Pressures for reform in teacher education have begun to take on the same sense of urgency as school reform. Those faculties of education who have been strong advocates for change in the schools now find themselves the subject of similar pressures from governmental policy makers. Attempts at change have taken place in many different countries and jurisdictions around the world.; This book details, through a series of international vignettes, how teachers are responding to the changing times and social contexts in which they do their work. The authors hold the view that changes are inevitable in
Professional growth and development : directions, delivery and dilemmas ( Book )
3 editions published in 1996 in English and held by 6 libraries worldwide
New themes for education in a changing world ( Book )
2 editions published in 1994 in English and held by 4 libraries worldwide
A Study of a district-level initiative to establish a network for peer coaching among principals and teachers : final report by University of British Columbia( Book )
2 editions published between 1986 and 1987 in English and held by 4 libraries worldwide
Role expectations for the three positions in the student teaching triad by Harold C Ratzlaff( Book )
2 editions published in 1985 in English and held by 2 libraries worldwide
The lack of clear consensus among cooperating teachers and university advisors about expectations for the student teacher role ties in closely with the confusion that currently exists about the respective supervisory roles. Student teaching continues in many programs to be structured around the traditional triad which has been characterized as lacking clear agreement about the roles played by each member. This paper reports a Canadian replication of American (1964-1971) research seeking to clarify role expectations for the student teaching triad. Subjects were classroom teachers, students enrolled in a teacher training program at the University of British Columbia, and the university faculty who act as field advisors. Results of the study revealed that while the advisors in the American study felt that cooperating teachers should not inform student teachers of the aims and objectives of teaching in the district, the Canadian advisors strongly endorsed the expectation that cooperating teachers initiate student teachers into the ethos and context of the district in which the practice teaching takes place. These different responses appear to reflect the general intellectual, moral, and cultural climate of the times rather than differences between American and Canadian cultures. The implications for teaching and teacher education of those tendencies to move from a more liberal and critial-reflective university-based program to a field-based, practitioner supervised, on-the-job training as the preferred form of teacher socialization are pointed out. (Jd)
Professional governance of teacher education : principles and pitfalls by Peter Philip Grimmett( Book )
1 edition published in 2013 in English and held by 2 libraries worldwide
Changing times and teacher education : restructuring or reconceptualization? ( Book )
1 edition published in 1995 in English and held by 2 libraries worldwide
"Effective"Clinical Supervision Conference Interventions: A Preliminary Investigation of Participants' Conceptual Functioning by Peter Philip Grimmett( Book )
1 edition published in 1983 in English and held by 1 library worldwide
A study found that conceptual functioning level emerged as an important variable in distinguishing between effective and less effective supervisory intervention. Four supervisors, with their respective supervisees, participated in the study. Participants were videotaped and observed, and transcripts of conference dialogues and participant thought processes were analyzed. A comparison of general behavior patterns associated with supervisors who were more abstract or more concrete was made. More abstract supervisors used "feeding" questioning strategies: information-seeking, information-giving, delimiting, and guiding. They also held questions in abeyance (witholding expertise but not support) and stimulated supervisees to conduct analyses for themselves. Only when they were unable to elicit satisfactory appraisal from the supervisee did they give direct feedback. More concrete supervisors tended to ask inappropriate questions, emphasized the giving of critical feedback rather than probing, and seemed to encounter difficulties in communicating corrective feedback. (Jd)
A Comparison of Conferencing Strategies Used in Two Different Supervisory Dyads and the Effects on Teachers' Classroom Management Behaviour by Peter Philip Grimmett( Book )
1 edition published in 1988 in English and held by 1 library worldwide
This paper presents, in five sections, a comparison of conferencing strategies used in two different supervisory dyads and the effects of the strategies on teachers' classroom management behavior. The first section is an overview of a larger study that sought to determine if the improvement of management practices of supervisees is associated with conferencing (principal-led intervention) or with research-verified knowledge about classroom management taught by supervisors trained in conferencing techniques (a "common language" approach). The second and third sections present case studies of each dyad. The first dyad is composed of a high conceptual level (cl) principal interacting with a low cl teacher; the second, of a low cl principal interacting with a low cl teacher. The fourth section compares the two different dyads in terms of the conferencing strategies used by the high and low cl principals, and in terms of the associated effects that were evident in the teacher's classroom management practices. The final section offers some concluding observations about the nature of the dyadic interactions. Findings revealed that a teacher's conceptual level and the role that the teacher's responses play in the dynamic of conference interaction, the principal's knowledge of pertinent content (in the case of this study, classroom management), the principal's ability (or lack thereof) to observe classroom events accurately, the principal's ability to transform a facilitating approach into an enabling one, and certain aspects of organizational life that act as constraints on both principal and teacher enhance or inhibit the teacher's classroom management processes. (Jam)
Teacher Development, Collegiality and Instructional Supervision: The Cases of Audrey and Barry by Peter Philip Grimmett( Book )
1 edition published in 1989 in English and held by 1 library worldwide
Teacher development is theoretically possible in those instructional supervision settings that emphasize collegiality. The paper reports and analyzes episodes taken from two cases in a larger study which investigated the different outcomes in teachers' classroom development associated with hierarchical and collegial approaches to instructional supervision. The paper has five sections. The first examines how collegiality can become part of the instructional supervision process. The second section presents brief overviews of the case studies of Audrey and Barry, who were supervised by hierarchical and collegial lines, respectively. The third section presents episodes taken from each case and analyzes them. The fourth section discusses the two cases in terms of different types of collegiality. The final section offers some concluding observations about the nature of teacher development, collegiality, and instructional supervision. Appended are 40 references. (Si)
A Study of the Effects of Supervisors' Intervention on Teachers' Classroom Management Performance by Peter Philip Grimmett( Book )
1 edition published in 1987 in English and held by 1 library worldwide
The research on supervision and school effectiveness suggests that principals acting as supervisors of instruction make a difference in teacher performance and pupil learning. This study investigated whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees, or whether the mere acquisition by supervisors and/or supervisees of research-verified knowledge about classroom management is sufficient to bring about an improvement in classroom teaching. Two sets of data were collected from 15 randomly selected dyads composed of a principal and a teacher, one set before and one set after a school improvement workshop. Utilized were four study groups: (1) principals but not teachers participating in workshops (4 dyads), (2) principals and teachers participating (4 dyads), (3) teachers but not principals participating (3 dyads), and (4) neither principals nor teachers participating (4 dyads). Findings indicate that supervision may be more effective when both principals and teachers are provided with the same research-based knowledge about classroom management, and that principal-led supervision may not be the most useful approach to improving classroom management. Conceptual levels and various demographic variables are also considered in relation to supervision in classroom teaching performance. Included are 58 references, 8 tables, and 2 appendices. (Wth)
A Proposal to Study the Effects of Supervisory Intervention on the Classroom Teaching Performance of Supervisees by Peter Philip Grimmett( Book )
1 edition published in 1985 in English and held by 1 library worldwide
The proposed study will examine whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees in the conference, or whether the mere acquisition by supervisors and/or supervisees of research-verified knowledge about teaching and learning, E.G., the role of academic feedback in pupil learning, is sufficient to improve the classroom teaching of the supervisee. This "process" vis-a-vis "content" investigation will be examined in the light of the supervisor conceptual level. "Process" strategies and procedures have been identified only in high conceptual level supervisors. This study may demonstrate that these strategies are associated with a positive effect on supervisee teaching. Where practicing supervisors are not using these strategies, they could be taught as a compensatory model for improving effects of supervisory intervention. It is suggested that "content" about teaching and learning in itself is associated with positive effects on supervisee classroom teaching. It is tentatively concluded that supervisors and/or supervisees merely need to be exposed to such knowledge. Where only supervisees are exposed to the "content" amd the effects on their classroom teaching are found to be positive, the viability of supervisory intervention is questionable, and different organizational means to bring about improved classroom teaching should be sought. (Author/JD)
Teacher education in the English-speaking world : past, present, and future by T. A O'Donoghue( Book )
1 edition published in 2008 in English and held by 1 library worldwide
This edited book is a comparative study on teacher education across ten major English-speaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. Each of the chapters focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally. {Back cover, ed]
Teachers' Perspectives on Dyadic Supervisory Interaction by E. Patricia Crehan( Book )
1 edition published in 1989 in English and held by 1 library worldwide
This paper reports on one aspect of a larger study that investigated the effects of supervisors' intervention on teachers' classroom management practices. The paper examines the interactive responses of high- and low-conceptual-level teachers in four different supervisory dyads as they conference with their principals in an attempt to ascertain whether their dyadic interaction is associated in any way with the outcomes of the conference. The first dyad is composed of a high-conceptual-level (cl) teacher interacting with a low-CL principal; the second, of a high-CL teacher interacting with a moderate-CL principal; the third, of a low-CL teacher interacting with a high-CL principal; and the fourth, of a low-CL teacher interacting with a low-CL principal. The larger study ascertained whether effective clinical supervision requires high-conceptual-level principals who practice particular process strategies as they conference with teachers, or whether the mere acquisition of researched-based content knowledge is sufficient to effect improvement in teachers' classroom management performance. Case study observational techniques comprised the research methodology. Findings suggest that the conditions necessary to produce a successful classroom management outcome require principals and teachers to find a common language through which to communicate based upon an appropriate match between high- and low-conceptual-level principals and teachers. (Jam)
 
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Alternative Names
Grimmett, Peter P.
Grimmett, Peter Philip
Languages
English (54)
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