Current accreditation practices require that teacher education institutions in the United States not only create programs that enact research-based best practices but that they also document their existence and efficacy in preparing teachers. This book addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. It explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.
Excerpt from published abstract.
The chapters are as follows: Tensions: negotiating the challenges of accountability and accreditation; Nancy Wentworth, Lynnette B. Erickson; Educating the educators: accreditation as a teaching and learning tool / Ann Monroe-Baillargeon; Decorating for NCATE / Richard D. Osguthorpe, Jennifer L. Snow-Gerono; Tensions, collaboration, and pizza create paradigm shifts in a teacher education program / Lynnette B. Erickson, Nancy Wentworth, Sharon Black; International perspectives on accountability and accreditation: are we asking the right questions? / Brenda L. H. Marina, Cindi Chance, Judi Repman; Living with accreditation: realizations and frustrations of one small university / Judith A. Neufeld; Is this data useful?: the impact of accreditation on the development of assessments / Sam Hausfather, Nancy Williams; Making stone soup: tensions of national accreditation for an urban teacher education program / Carolyne J. White, Joelle J. Tutela; James M. Lipuma, Jessica Vassallo; Developing data systems for continuous improvement under the NCATE structure: a case study / Elaine Ackerman, John H. Hoover; What's that noise?: things that keep us awake at night: the cost of unexamined assumptions in pre-service assessment and accreditation / James H. Powell, Letitia Hochstrasser Fickel, Patricia Chesbro, Nancy Boxler; Revisiting self in the midst of NCATE and other accountability demands / Cheryl J. Craig; Does national accreditation foster teacher professionalism? / Ken Jones, Catherine Fallona; Soothing Cerberus: the Wyoming odyssey / Linda Hutchison, Alan Buss, Judith Ellsworth, Kay Persichitte; Accreditation: responding to a culture of program evaluation / Linda E. Pierce, Susan Simmerman; Western Governors University: a radical model for preservice teacher education / Thomas W. Zane, Janet W. Schnitz, Michael H. Abel; Transformation from tension to triumph: three perspectives on the NCATE process / James M. Shiveley, Teresa McGowan, Ellen Hill; Reflections on the shared ordeal of accreditation across institutional narratives / Lynnette B. Erickson, Nancy Wentworth.
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