Academic #2
Summary: The accreditation procedures leave room for disagreement and much gray area, causing a licensure program to combine various forms of assessment to test for the most effective strategy.
Topic: Accredition in schools of education
Category: Academic
What is it? A research article found in the academic journal, Research for Educational Reform
Publication Information: Research for Educational Reform: Ruston, Lousiana, 2005.
Author: Marlys Vaughn, Brett Everhart
Accessed: Jan. 31, 2009
Support:
- National Council for Accreditation of Teacher Education
- The Department of Education
- F.B Murray, author of “The challenges teacher education presents for higher education”
- J. Popham, author of Classrooom assessment: What teachers need to know
- Social scientists at the National Academy of Sciences
- S. L. Melnick, D. Pullin, authors of “Can you take dictation? Prescribing teacher quality through testing”
The sources provide warrant for Everhart’s claims. They work together to give further insight on the teaching profession and show the necessity for an assessment that would accurately measure teaching capabilities. They also give testament to what is efficient and ineffecient.
Audience and Agenda: Source is found in a peer-reviewed academic journal that was published six times per year between March of 2001 and June of 2005. Additional information was not found.
Usefulness: The study documented in this journal article gives information that is vital to the credibility of accredition assessments. The various sources that expand on the accreditation procedures and their accuracy give background information to my topic as well as a worthy standpoint that holds that one standardized assessment will not be effective because it lack variety.
Works Cited:
racheleileen's blog 
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