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Student Involvement in the NCATE process
Unformatted Document Text:  collected on the curricular matters as they relate to diversity on our campus. While our department tended to be somewhat nondescript in our overall evaluation and perception, student input and qualitative data strongly suggests that we had overlooked certain critical areas of study and subsequent impact that was not being measured by our various instruments. The in-depth analyses and feedback provided our department with keen insights and perspectives that further shaped decisions and policy initiatives. Finally, the exemplary work of this committee and the subsequent policy shifts and redirections continue to force new dynamics and paradigm shifts in the accountability and outcomes based perspectives of teacher education programs. E. Implication for Action. From this activity it is anticipated that a model for other institutions going through the accreditation process could adopt this model for institutional/departmental use. Input from attendees will provide us with insights and directions they would suggest as we continue through this process. Research to be gained from our involvement in this endeavor will add to the limited literature that is currently available. II. Outcomes and Methods A. Learner/participant outcomes. Participants in this roundtable will gain insights into a working model of student involvement in the accreditation process and will be given copies of a student designed handbook as well as data produced by this committee. Participants will also learn about the development and intended outcomes as well as the ?growing pain? steps in this two-year study. Finally, participants will be able to assist us in our further research and definition to the NCATE process and subsequent regional accreditations. B. Methods. As in all roundtable discussions, participants and discussants will dialogue on the existing program. Participants will be given materials on the program development and stages in the process and will be invited and encouraged to provide feedback and insights into the process and procedures as well as engaging in conversation as to the merits of such a program. A checklist of items as well as a feedback sheet will be given to each participant for other remarks/comments. References Mantle-Bromley, M. (2001, August). Toward stewardship of democratic ideals: using students' perspectives toimprove school-university collaboration and model democratic practice. Teaching Education, 12(2), 213-24.

Authors: Metz, George., Trollinger, Gayle. and Peterson, Jo Ellyn.
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collected on the curricular matters as they relate to diversity on our campus.
While our department tended to be somewhat nondescript in our overall evaluation
and perception, student input and qualitative data strongly suggests that we had
overlooked certain critical areas of study and subsequent impact that was not being
measured by our various instruments. The in-depth analyses and feedback provided
our department with keen insights and perspectives that further shaped decisions
and policy initiatives. Finally, the exemplary work of this committee and the
subsequent policy shifts and redirections continue to force new dynamics and
paradigm shifts in the accountability and outcomes based perspectives of teacher
education programs.
E. Implication for Action.
From this activity it is anticipated that a model for other institutions
going through the accreditation process could adopt this model for
institutional/departmental use. Input from attendees will provide us with insights
and directions they would suggest as we continue through this process. Research to
be gained from our involvement in this endeavor will add to the limited literature
that is currently available.
II. Outcomes and Methods
A. Learner/participant outcomes.
Participants in this roundtable will gain insights into a working model of
student involvement in the accreditation process and will be given copies of a
student designed handbook as well as data produced by this committee. Participants
will also learn about the development and intended outcomes as well as the ?growing
pain? steps in this two-year study. Finally, participants will be able to assist us
in our further research and definition to the NCATE process and subsequent regional
accreditations.
B. Methods.
As in all roundtable discussions, participants and discussants will dialogue
on the existing program. Participants will be given materials on the program
development and stages in the process and will be invited and encouraged to provide
feedback and insights into the process and procedures as well as engaging in
conversation as to the merits of such a program. A checklist of items as well as a
feedback sheet will be given to each participant for other remarks/comments.
References
Mantle-Bromley, M. (2001, August). Toward stewardship of democratic ideals: using
students' perspectives to
improve school-university collaboration and model democratic practice. Teaching
Education, 12(2), 213-24.


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