Thomas Sergiovanni Biography

It raises instructors and students to greater levels of self-awareness, dedication, and performance beyond the limitations of the flaws and challenges they encounter on a daily basis. The community may aid in the transformation of instructors and students from a collection of "Is" to a collective "We," giving them a distinct and enduring sense of identity, belonging, and location. Thomas Sergiovanni has devoted most of his lengthy career in education to researching the value of fostering a sense of community among schools and students. At Trinity University in San Antonio, Texas, Sergiovanni holds the Lillian Radford Professor of Education and Administration title. He spent eighteen years as a professor of educational administration and supervision at the University of Illinois before joining the Trinity faculty. Dr. Sergiovanni is a member of the editorial boards of The Journal of Education Research and was formerly an associate editor of Educational Administration Quarterly. Journal of Curriculum and Supervision, as well as Journal of Personnel Evaluation in Education He is quite interested in teaching monitoring and assessment, as well as school leadership. According to Sergiovanni, each individual school must have its own definition of its own existence and its own method of teaching in order for community development to be successful. As instructors wrestle with questions like who they are, what they aim to become for the children they serve, and how they will choose to organize teach, learn, and live together, this inside-out approach necessitates a great deal of searching and introspection.

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