NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ911696
Record Type: Journal
Publication Date: 2011-Feb
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Substance and Show: Understanding Responses to Teacher Education Programme Accreditation Processes
Bell, Courtney A.; Youngs, Peter
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n2 p298-307 Feb 2011
This case study investigates how several universities in the state of Connecticut (United States) responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, we describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems. In addition to these substantive responses, there were also more symbolic responses that allowed for compliance without significant change. Variation in responses was partially explained by the resources available to programmes, programme size and structure, and participants' beliefs about professional practice. (Contains 1 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
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: Connecticut