A Study of the Perceived Value Placed on the National Accreditation of Teacher and Educator Training Programs in American Colleges

Autor/in	Shim, Holly S.
Titel	A Study of the Perceived Value Placed on the National Accreditation of Teacher and Educator Training Programs in American Colleges
Quelle	(2012), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-4458-5
Schlagwörter	Hochschulschrift; Dissertation; Accreditation (Institutions); Teacher Education Programs; Statistical Analysis; College Faculty; Administrators; Teacher Attitudes; Administrator Attitudes; Public Colleges; Private Colleges; Surveys; Status; Reputation; Outcomes of Education; Student Financial Aid; Graduation Rate; Cost Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Statistische Analyse; Fakultät; Lehrerverhalten; Privathochschule; Survey; Umfrage; Befragung; Lernleistung; Schulerfolg; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	Literature reveals that accreditation in the United States (U.S.) is a vital component of accountability to the higher education community. However, there is limited research on accreditation, specifically on the national accreditation of teacher and educator training programs. Therefore, this study is warranted in examining the perceived value placed upon the national accreditation process in U.S. colleges. This quantitative study examined all six regional accreditation agencies and surveyed respective faculty and administrative staff perceptions' on the value of the accreditation process. Faculty and administrative staff from 4-year nationally accredited and non-accredited public and private colleges were surveyed to determine the perceived value of the national accreditation of teacher and educator training programs in relation to status and prestige, benefits and costs, and the outcomes of teacher and educator training programs. Furthermore, status and prestige were measured by The U.S. World News Best Colleges Rankings, as it serves as a common tool for parents and students. Lastly, the outcomes of teacher educator training programs were measured by graduation rates and financial aid. Results for nationally accredited colleges indicated no significant difference between public and private colleges in relation to status and prestige, benefits and costs, and the outcomes of teacher and educator training programs. However, findings for nationally non-accredited colleges revealed a significant difference in that public colleges provided more financial aid and graduated more students than private colleges. Certain survey responses additionally reflected findings from the literature that acknowledged the value of the accreditation process. Furthermore, the study's results indicated that accreditation was more costly than beneficial for nationally accredited public and private colleges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10