NCATE Accreditation: Getting the Most from the Self-Study

Coombs, Casey; Allred, Ruel A.

doi:10.1177/002248719304400302

Cited by 9 publications

(3 citation statements)

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“…Typically this literature focuses on only one aspects of the accreditation process such as the self-study (Andrade, 1999;Coombs et al, 1993;Garner & Vice, 2000;Sacks & Whildin, 1993), assessment (Vaugh et al, 2000), or strategic planning (Thrash, 1990).…”

Section: Frameworkmentioning

confidence: 99%

Demystifying Accreditation: Action Plans for a National or Regional Accreditation

Wood

2006

Innov High Educ

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As part of educational reform, many institutions of higher education are undergoing accreditation processes. Based on interviews, observations, and the author's experiences in accreditation reviews, this discussion delineates three stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into long-and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions and programs led to the identification of common elements that can make planning an accreditation effective and efficient. This article maps the roles and responsibilities of accreditation stakeholders and the need for communication and collaboration throughout the process.

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Section: Frameworkmentioning

confidence: 99%

Demystifying Accreditation: Action Plans for a National or Regional Accreditation

Wood

2006

Innov High Educ

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“…The literature on accreditation is most often informational: Most published articles describe the process of participating in an accreditation review and/or feature recommendations for other institutions as they prepare for reviews (e.g., Barnette & Gorham, 1996;Black & Stave, 2001;Cochran-Smith, 2001;Coombs & Allred, 1993;Elliott, 1997;Gorrell, Kunkel, & Ossant, 1993;Samaras et al, 1999;Troutman, Jones, & Ramirez, 1997;Wilkerson, Searls, & Uprichard, 1993). Others present arguments in support of NCATE (e.g., Gardner, Scannell, & Wisniewski, 1996;National Commission on Teaching and America's Future, 1996;Wise, 2005) or TEAC (e.g., Murray, 2000Murray, , 2001Murray, , 2005, whereas others suggest or explain changes in the goals of accreditation (e.g., Dill, 1998;Elliott, 1997;Graham, Lyman, & Trow, 1995;Tom, 1999).…”

Section: The Evidence For Accreditationmentioning

confidence: 99%

Who Should Guard the Gates? Evidentiary and Professional Warrants for Claiming Jurisdiction

Tamir

Wilson

2005

Journal of Teacher Education

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This article explores empirical and theoretical literature relevant to accreditation of teacher education programs. The lack of substantial research on accreditation makes it impossible to make empirically based claims about the value-added of such processes, including how accreditation processes enhance the professionalization of teacher education. Contemporary scholarship, especially in sociology, also raises questions, especially about the uncritical acceptance of the professionalization movement in teacher education. After briefly reviewing three lines of criticism concerning professionalization, the authors use that literature to “read” both Wise’s (2005) description of the benefits of NCATE’s work and Murray’s (2005) description of TEAC’s role in enhancing professionalism in teacher education. Both authors presume that professionalization is a good; both fail to confront some of the central concerns about the exclusionary practices of professions in their descriptions of NCATE and TEAC. The authors conclude by suggesting that the professionalism movement within teacher education—while important—requires that we encourage and embrace both internal and external forms of criticism.

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“…Self-study methodology dates to 1966. This process has a long and consistent relationship with evaluating institutional approaches to teacher education (Behling, 1984;Bender, 1984;Coombs & Allred, 1993;Mortimer & Leslie, 1970). Hamilton and Pinnegar (2009) suggested that the purpose for conducting a self-study is the most important element of this methodology.…”

Section: More Background Information On Self-study Methodologymentioning

confidence: 99%

A self-study in agentic independent schoool leadership: authentic listening toward collaborative partnership with African American families

Carlstroem

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This qualitative study explores the potential in creating Freirean culture circles in an independent school (Star School), while interrogating issues of belonging, power, and systematic racism faced by African American families (and specifically their middle school-aged sons). An essential element in this project is the self-study of the author as he elevates the core question of whether it's possible for a reflective leader to galvanize the historically dominant population of White, multigenerational independent school faculty, board, and enrolled families toward an improved, dialectic ethos with African American families. The conceptual framework in this research intertwines critical race theory, black feminist theory (and resistance), and Paolo Freire's process of creating belonging through culture circles. Within the self-study element of this project, there are also reflections on leadership practice, case study analysis, and authentic suggestions toward an improved African American Parent-Star School partnership.

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NCATE Accreditation: Getting the Most from the Self-Study

Cited by 9 publications

References 0 publications

Demystifying Accreditation: Action Plans for a National or Regional Accreditation

Demystifying Accreditation: Action Plans for a National or Regional Accreditation

Who Should Guard the Gates? Evidentiary and Professional Warrants for Claiming Jurisdiction

A self-study in agentic independent schoool leadership: authentic listening toward collaborative partnership with African American families

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