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Supervision is defined as the attempt by the principal to stimulate, coordinate and guide the continued growth of teachers. A team from the Center for the Advanced Study of Educational Administration at the University of Oregon, working with one U.S. school district, sought to arrive at a description of teachers' perceptions of administrative and supervisory practices in the schools of that district. It was found that teachers appeared to turn more often to their colleagues than to the principal for guidance on certain key professional issues and that the practices of the principal were often in conflict with teachers' normative expectations of supervisory behavior. Indeed, the principal's major responsibilities were seen as budget, coordination policy and public relations rather than instructional leadership.

John Croft is a former head of the UK's Home Office Research and Planning Unit, so is able to draw on extensive experience to offer this reflective examination of half a century of involvement in the criminal justice system. He surveys the shifting patterns of research, popular attitudes and social emphasis, relates them to the changing political context, and asks a number of telling questions — including 'What works?' The author concludes that not much does work, and that government has had little influence on fluctuations in the crime rate since the Second World War. He recommends periodic reviews of research across the whole criminal justice system, perhaps on a ten‐year cycle; more comparative research, which would help to illuminate problems and perhaps suggest solutions; a closer look at the interaction between social and criminal policies; and a re‐examination of risk assessment, particularly in its implications for penology.

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