More than Hoop Jumping: Making Accreditation Matter
This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, collaboration, reflection, and awareness of accreditation discussions. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work.
Burbank, M., Goldsmith, M., & Bates, A. (2015). More Than Hoop Jumping: Making Accreditation Matter. LEARNing Landscapes, 8(2), 59-75. Retrieved from http://www.learninglandscapes.ca/index.php/learnland/article/view/More-Than-Hoop-Jumping-Making-Accreditation-Matter
CU Commons Citation
Burbank, Mary D.; Goldsmith, Melissa M.; and Bates, Alisa, "More than Hoop Jumping: Making Accreditation Matter" (2015). Faculty Research. 3.