The accreditation plus model.

Autor/inn/en	Ayers, Jerry B.; Gephart, William J.; Clark, Paul A.
Titel	The accreditation plus model.
Quelle	In: Journal of personnel evaluation in education, (1988) 4, S.335-343 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0920-525X
DOI	10.1007/BF00124099
Schlagwörter	Education Program; Quality Assessment; Staff Member; Evaluation Form; Teacher Education
Abstract	Summary Evaluation of teacher education became a major thrust of a Center for Excellence in teacher education when the Tennessee Higher Education Commission (THEC) established the project in 1986. A major accomplishment in the project was realized when the Accreditation Plus Model was amalgamated for the project's evaluation approach. A-Plus! Thorough study of existing evaluation approaches were convincing. No one approach seemed capable of doing the task. At the same time it seems ludicrous to create a new evaluation approach to add to the existing 40 or so models. As an evaluation form, Accrediatation Plus has a long history. It goes back to 1895 when staff members of the University of Michigan tried to determine the quality of secondary schools to decide whose graduates ought to be readily admitted into the University of Michigan. At the start (in the late 1890s), accreditation focused on program evaluation. The evaluation need in the work of the Center for Teacher Education Evaluation was the same—the quality assessment of education programs. The idea of eclecticism moves in the same general direction. By recognition that accreditation is not the be all and end all in evaluating teacher education programs, the Center keeps open the use of any/all the existing models in an application of the Accreditation Plus Model. Eclecticism means selecting what appears to be the best in various doctrines, methods, or styles. It also means being composed of elements drawn from the various sources. In selecting A-Plus as the evaluation approach for the project, we capitalize on a long and effective history supplemented by the best of the current crop. Figure 1 represents the evaluation of teacher education using the accreditation approach. It describes the model's components and in some places, the relationships of those elements. The Center's staff is working to detail further the elements of the accreditation approach to evaluation. Questions and comments are welcomed as we move further with this work.
Erfasst von	OLC
Update	2023/2/05