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ERIC Number: EJ1137992
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: EISSN-2161-4210
The Use of Surveys in Teacher Education Programs to Meet Accreditation Standards: Preservice Teachers' Culturally Responsive Beliefs and Practices
Immekus, Jason C.
Research & Practice in Assessment, v11 p18-28 Sum 2016
The Council for the Accreditation of Educator Preparation (CAEP) requires teacher preparation programs in the United States (US) to document their ability to produce teachers who can effectively promote the learning of a diverse P-12 student population (CAEP, 2013). To meet CAEP accreditation standards, leaders of teacher preparation programs are required to use multiple measures to document and report teacher candidates' learning attainments. Among others, CAEP reviewers accept surveys as an appropriate measure to evaluate program effectiveness. The purpose of this study is to examine considerations related to the use of surveys to effectively measure teacher candidate dispositions towards culturally responsive teaching practices. Study findings identify key factors associated with the use of survey data to guide programmatic and accreditation decisions.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California