The Effectiveness of SIDPASS: A Research-Based Self-Study Model for Seeking NCATE Accreditation and Program Improvement

Wilkerson, Judy R.; Searls, Evelyn F.; Uprichard, A. Edward

doi:10.1177/002248719304400306

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Rigby Literacy was originally designed as a supplement to traditional basals, but under funding from the publisher, Wilkerson (2004) evaluated it in a 32-week experiment as a core curriculum.…”

Section: Rigby Literacy Programmentioning

confidence: 99%

Effective Tier 1 Reading Instruction for Elementary Schools: A Systematic Review

Neitzel¹,

Lake²,

Byun

et al. 2023

Preprint

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A broad literature exists reviewing approaches for students struggling to learn to read (Inns, Lake, Pellegrini, & Slavin, 2018; Scammacca, Roberts, Vaughn, & Stuebing, 2015; Slavin, Lake, Davis, & Madden, 2011; Wanzek & Vaughn, 2007; Wanzek et al., 2016, 2013; Wanzek, Wexler, Vaughn, & Ciullo, 2010). These reviews focus on Tiers 2 and 3 of a multi-tiered model, on students who need additional support. Tier 1 is crucial for elementary reading, because it touches all students, and because successful Tier 1 instruction can reduce the need for far more expensive Tier 2 and 3 intervention.Fewer reviews have focused on Tier 1 literacy instruction in the elementary grades (Dietrichson, Bøg, Filges, & Klint Jørgensen, 2017; Graham & Hebert, 2011; Graham et al., 2017; Same et al., 2018; Slavin, Lake, Chambers, Cheung, & Davis, 2009; Swanson et al., 2017). The current review provides this, building upon these prior reviews in several ways.

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Section: Rigby Literacy Programmentioning

confidence: 99%

Effective Tier 1 Reading Instruction for Elementary Schools: A Systematic Review

Neitzel¹,

Lake²,

Byun

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…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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Using embedded assessments to promote pedagogical reasoning among secondary teaching candidates

Youngs

Bird

2010

Teaching and Teacher Education

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The Effectiveness of SIDPASS: A Research-Based Self-Study Model for Seeking NCATE Accreditation and Program Improvement

Cited by 4 publications

References 3 publications

Effective Tier 1 Reading Instruction for Elementary Schools: A Systematic Review

Effective Tier 1 Reading Instruction for Elementary Schools: A Systematic Review

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

Using embedded assessments to promote pedagogical reasoning among secondary teaching candidates

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