Supervisory class visits — when shaped by transparency, reflection, and reciprocity — are a unique, powerful, and positive mechanism for pedagogic and programmatic growth. Writing programs are especially well situated to transform and model effective supervisory class visits because compositionists have already addressed related challenges regarding writing pedagogies and practices.
The text of this article is only available as a PDF.
© 2011 by Duke University Press
2011
You do not currently have access to this content.
