Supervisor and supervisee perceptions of an adult learning model of graduate student supervision
Gordon Pershey, M., & Walden, P. R. (2013). Supervisor and supervisee perceptions of an adult learning model of graduate student supervision. Perspectives on Administration and Supervision, 23(1), 12-21. Retrieved from https://pubs.asha.org/doi/abs/10.1044/aas23.1.12https://doi.org/10.1044/aas23.1.12
cited by:
Hinman, D., Patten, S., and Namazi, M. (2021) Perceptions of immediate written feedback provided to SLP graduate clinicians during tele-therapy sessions. Teaching and Learning in Communication Sciences & Disorders, 5(2).
https://doi.org/10.30707/TLCSD5.2.1624983591.646431.
Lorio, C. M., Delehanty, A. D., & Woods, J. J. (2016). Digital platforms and supervisory feedback to graduate student clinicians. Perspectives of the ASHA Special Interest Groups, 1(11), 18-34. https://doi.org/10.1044/persp1.SIG11.18
Miller, J. O. (2020, February). The Struggle Is Real! What to Do When Supervisee Performance Is Less Than Satisfactory.Presented at the Annual Convention of the South Carolina Speech- Language Hearing Association; February 14, 2020; Columbia, SC. https://www.scsha.net/assets/handouts/The%20Struggle%20is%20Real%21%20%20SCSHA%202020%20Handout.pdf
Pope, K., Barclay, L., Dixon, K., & Kent, F. (2023). Models of pre-registration student supervision in allied health: a scoping review. Focus on Health Professional Education: A Multi-Professional Journal, 24(2), 27-62. https://doi.org/10.11157/fohpe.v24i2.559
Walden, P. R. (2020). Competency-based education: Purposes and promises. Seminars in Speech and Language, 41(4), 289-297. https://doi.org/10.1055/s-0040-1713780.
Walden, P. R., & Gordon Pershey, M. (2013). Applying adult experiential learning theory to clinical supervision: A practical guide for supervisors and supervisees. Perspectives on Administration and Supervision, 23(3), 122-144. https://pubs.asha.org/doi/10.1044/aas23.3.121
Wolford, G., Fissel, B., Strother, S., & Wolford, L. (2021) “Clinical education outcomes and research directions in speech-language pathology: A scoping review,” Teaching and Learning in Communication Sciences & Disorders, 5(2). https://doi.org/10.30707/TLCSD5.2.1624983591.656565.