One for All and All for One
Multi-University Collaboration to Meet Accreditation Requirements
Bibliographic Data
| ID | 3580342 |
|---|---|
| Authors | Carolyn Shemwell Kaplan (0000-0002-3581-8326, The Ohio State University, corresponding author), Erica M Brownstein (The Ohio State University), Kristall J Graham-Day (Ohio Dominican University) |
| Year | 2017 |
| Volume | 7 |
| Issue | 1 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244016687610 |
| OpenAlex | W2576921548 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP's expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teaching, and then conducted analyses of its data to determine the validity and reliability. This article uses a case study methodology to investigate the EPPs' motivations for participating in the collaboration, and the benefits, challenges, and learning that resulted from participation. The findings, principally related to aspects of individual program improvement, have implications not only for EPPs pursuing CAEP accreditation but also for any higher education institutions interested in collaborative assessment development
Accreditation · Higher education · Management · Medical education · Pedagogy · Political science · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Moderating Focus Groups
Rasch Analysis in the Human Sciences
Qualitative Interviewing and Grounded Theory Analysis
Combining the Development of Practice and the Practice of Development in Teacher Education
Case Study Research
The art of case study research
The Interview as Collaborative Achievement
Interviews – Learning the Craft of Qualitative Research Interviewing
Qualitative Case Study Methodology
Qualitative Data Analysis
Can We Identify a Successful Teacher Better, Faster, and Cheaper? Evidence for Innovating Teacher Observation Systems
Collaboration, global perspectives, and teacher education
NCLB and Scientifically-Based Research
Teacher Preparation Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 2017 - 2017 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |