The Caep Standards and Research on Educator Preparation Programs
Linking Clinical Partnerships With Program Impact
Bibliographic Data
| ID | 11259124 |
|---|---|
| Authors | Tina L Heafner (0000-0002-7184-7271, University of North Carolina at Charlotte, corresponding author), Tina Heafner, Ellen McIntyre (0000-0002-2230-1619, University of North Carolina at Charlotte), Melba Spooner (University of North Carolina at Charlotte) |
| Year | 2014 |
| Volume | 89 |
| Issue | 4 |
| Pages | 516-532 |
| Publication date | 2014-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2014.938998 |
| OpenAlex | W1967847052 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in light of these standards to have a positive impact on P-12 student learning. Focusing on the program evaluation framework, authors describe a spectrum of diverse formative and summative growth measures that document the scope of impact for all stakeholders, including students. In light of the Feuer, Floden, Chudowsky, and Ahn (2013) questioning framework, authors assess program outcomes. In closing, the authors (a) conclude that comprehensive evaluation models are needed to document complex outcomes, which will make program impact more visible and measureable; (b) recommend using the Feuer et al. decision-making framework to initiate and guide programmatic design and evaluation model development; and (c) affirm CAEP's expectations—clinical partnerships go beyond positive relationships, coselection of mentor teachers and candidates, and commitment to diverse settings to ensuring P-12 student achievement—as attainable goals for educator preparation accreditation
Accreditation · Faculty Development · Formative assessment · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Program evaluation · Scope (computer science · Summative assessment · Teacher education · Teacher Preparation · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Medicine · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 4 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |