Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation (Advances in Research on Teaching, 12)

Current accreditation practices require that teacher education institutions in the United States not only create programs that enact research-based best practices but that they also document their existence and efficacy in preparing teachers. "Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation" addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. The process of establishing and implementing accountability creates tensions in faculty and institutions. Faculty must give up valued content and instructional styles in order to align course objectives and assessment instruments across the program. Institutions with multiple licensure programs must make adjustments in order to share data collection instruments and processes that will support data-driven decisions. The paradigm shifts required by the emphasis on accountability can be both frustrating and productive. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.

Contents
Chapter 1: TENSIONS: NEGOTIATING THE CHALLENGES OF ACCOUNTABILITY AND ACCREDITATION--Nancy Wentworth and Lynnette B. Erickson
Chapter 2: EDUCATING THE EDUCATORS: ACCREDITATION AS A TEACHING AND LEARNING TOOL--Ann Monroe-Baillargeon
Chapter 3: DECORATING FOR NCATE--Richard D. Osguthorpe and Jennifer Snow-Gerono
Chapter 4: TENSIONS, COLLABORATION, AND PIZZA CREATE PARADIGM SHIFTS IN A TEACHER EDUCATION PROGRAM--Lynnette Erickson, Nancy Wentworth, and Sharon Black
Chapter 5: INTERNATIONAL PERSPECTIVES ON ACCOUNTABILITY AND ACCREDITATION: ARE WE ASKING THE RIGHT QUESTIONS?--Brenda H. Marina, Cindi Chance, and Judi Repman
Chapter 6: LIVING WITH ACCREDITATION: REALIZATIONS AND FRUSTRATIONS OF ONE SMALL UNIVERSITY--Judith A. Neufeld
Chapter 7: IS THIS DATA USEFUL? THE IMPACT OF ACCREDITATION ON THE DEVELOPMENT OF ASSESSMENTS--Sam Hausfather and Nancy Williams
Chapter 8: MAKING STONE SOUP: TENSIONS OF NATIONAL ACCREDITATION FOR AN URBAN TEACHER EDUCATION PROGRAM--Carolyne J. White, Joelle J. Tutela, James M. Lipuma, and Jessica Vassallo
Chapter 9: DEVELOPING DATA SYSTEMS FOR CONTINUOUS IMPROVEMENT UNDER THE NCATE STRUCTURE: A CASE STUDY--Elaine Ackerman and John H. Hoover
Chapter 10: WHAT S THAT NOISE? THINGS THAT KEEP US AWAKE AT NIGHT: THE COST OF UNEXAMINED ASSUMPTIONS IN PRE-SERVICE ASSESSMENT AND ACCREDITATION--James H. Powell, Letitia H. Fickel, Patricia Chesbro, and Nancy Boxler
Chapter 11: REVISITING SELF IN THE MIDST OF NCATE AND OTHER ACCOUNTABILITY DEMANDS--Cheryl J. Craig
Chapter 12: DOES NATIONAL ACCREDITATION FOSTER TEACHER PROFESSIONALISM?--Ken Jones and Catherine Fallona
Chapter 13: SOOTHING CERBERUS: THE WYOMING ODYSSEY--Linda Hutchinson, Alan Buss, Judith Ellsworth, and Kay Persichitte
Chapter 14: ACCREDITATION: RESPONDING TO A CULTURE OF PROGRAM EVALUATION--Linda E. Pierce and Susan Simmerman
Chapter 15: WESTERN GOVERNORS UNIVERSITY: A RADICAL MODEL FOR PRESERVICE TEACHER EDUCATION--Thomas W. Zane, Janet W. Schnitz, and Michael H. Abel
Chapter 16: RUNNING THE RAPIDS WITHOUT DUMPING THE KAYAK: NEGOTIATING THE CHALLENGES OF ASSESSMENT, ACCOUNTABILITY AND ACCREDITATION IN TEACHER EDUCATION--Lynn Nations Johnson and Carol Crumbaugh
Chapter 17: REFLECTIONS ON THE SHARED ORDEAL OF ACCREDITATION ACROSS INSTITUTIONAL NARRATIVES--Lynnette B. Erickson and Nancy Wentworth