J
Jo Blase
Researcher at University of Georgia
Publications - 36
Citations - 3444
Jo Blase is an academic researcher from University of Georgia. The author has contributed to research in topics: Instructional leadership & Professional development. The author has an hindex of 23, co-authored 36 publications receiving 3355 citations.
Papers
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Journal ArticleDOI
Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools
Joseph Blase,Jo Blase +1 more
TL;DR: In this article, over 800 American teachers responded to an open-ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what impacts those characteristics had on them.
Journal ArticleDOI
Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives
Joseph Blase,Jo Blase +1 more
TL;DR: In recent years, reflective, collaborative, inquiry-oriented approaches to supervision of teachers and teacher development have been discussed in the professional literature as discussed by the authors, however, few published studies have focused on teacher development.
Book
Empowering Teachers: What Successful Principals Do
Joseph Blase,Jo Blase +1 more
TL;DR: Cindy Loe and Carl D Glickman as discussed by the authors described a cornucopia of supportive resources to encourage autonomy and innovation in teaching, and valued and rewarded good work.
Book
Handbook of instructional leadership : how really good principals promote teaching and learning
Jo Blase,Joseph Blase +1 more
TL;DR: Gordon as mentioned in this paper discusses the art and science of teacher supervision, and how supervisory behaviour affects teachers' being visible vs interrupting and abandoning Praising vs criticising, and extending autonomy vs maintaining control.
Book
Handbook of instructional leadership : how successful principals promote teaching and learning
Jo Blase,Joseph Blase +1 more
TL;DR: Gordon et al. as mentioned in this paper conducted a study on the art and science of teacher supervision and highlighted the need for reflective practice and the development of frameworks for reflective thinking approaches to reflective thinking.