A Case Study: Closing the Assessment Loop with Program and Institutional Data

Robert Elliott (Eastern New Mexico University, USA)
Copyright: © 2012 |Pages: 338
EISBN13: 9781466610057|DOI: 10.4018/978-1-60960-857-6.ch022
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We know that a nationwide shortage of highly qualified teachers exists, and not enough people are becoming teachers. We also know there are increasing demands for institutions to demonstrate a system of accountability through program assessment. As stated by the State Higher Education Executive Officers (2005), “The National Commission on Accountability in Higher Education believes improved accountability for better results is imperative, but how to improve accountability in higher education is not so obvious” (p. 4). Also, many teacher preparation programs are not accredited, and of the 1,300 teacher preparation programs that existed in 1999, only 38 percent were accredited through the National Council for the Accreditation of Teacher Education (NCATE) (The CEO Forum on Education & Technology, 2000, p. 3). While examining the effectiveness of the Teacher Education program assessment at the case institution, three convergent themes emerged.
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