Toward Trust: Recalibrating Accreditation Practices for Postsecondary Arts Education

Autor/in	Warburton, Edward C.
Titel	Toward Trust: Recalibrating Accreditation Practices for Postsecondary Arts Education
Quelle	In: Arts Education Policy Review, 119 (2018) 1, S.36-41 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2016.1189864
Schlagwörter	Trust (Psychology); Postsecondary Education; Art Education; Accreditation (Institutions); Educational Practices; Educational Policy; Change Strategies; Institutional Evaluation; Sustainability; Expertise; Strategic Planning + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Bildungspraxis; Politics of education; Bildungspolitik; Lösungsstrategie; Nachhaltigkeit; Expert appraisal; Strategy; Planning; Strategie; Planung
Abstract	This article charts the influence of American accreditation policies on postsecondary arts education practices. Some commentators suggest that accreditation is a standards- and evidence-based process. I argue that trust is at the center of concerns about assessment in higher education, especially in the arts. The purpose of this article is to provide to policy makers and arts administrators some recommendations for ways trust might be engendered between and within educational units responsible for collecting data for institutional accreditation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01