The Capacity of Teacher Education Institutions in North Carolina to Meet Program Approval and Accreditation Demands for Data

Autor/inn/en	Corbin, Renee; Carpenter, C. Dale; Nickles, Lee
Titel	The Capacity of Teacher Education Institutions in North Carolina to Meet Program Approval and Accreditation Demands for Data
Quelle	In: International Journal of ePortfolio, 3 (2013) 1, S.47-61 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-622X
Schlagwörter	Teacher Education Programs; Program Evaluation; Accreditation (Institutions); State Surveys; Portfolio Assessment; Electronic Publishing; Data Analysis; Data Collection; Higher Education; Public Colleges; Private Colleges; Educational Assessment; Information Management; Reports; Database Management Systems; Computer Software; Educational Needs; North Carolina + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Portfoliobeurteilung; Elektronisches Publizieren; Auswertung; Data capture; Datensammlung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Privathochschule; Education; assessment; Bewertungssystem; Procurement of information; Informationsbeschaffung; Abschlussbericht; Berichten; Datenbanksystem; Educational need; Bildungsbedarf
Abstract	A statewide survey of the infrastructure of teacher education program assessment systems in North Carolina, which include electronic portfolios as a component in the assessment system, measured their ability to meet current and anticipated future data demands for state approval and national accreditation. Almost two-thirds of the 46 teacher education programs in the state responded to questions about the personnel, hardware, and software resources needed to meet current and future demands for data collection, management, analysis, and reporting. Although public and private institutions have common concerns, there were differences in response. While 78% of public teacher education institutions indicated that they had adequate to excellent overall infrastructure to meet current and future needs, only 53% of private or independent institutions reported adequate to excellent overall infrastructure. Public and private institutions indicated different resource needs to address program approval and accreditation demands. (As Provided).
Anmerkungen	Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01