Accreditation of teacher education programs is increasingly embraced internationally and is being modeled after the American experience, despite criticisms from some in the field of teacher education in the United States. This book examines the transformation of accreditation and the interest and perception of nations and regions choosing to use the model in their own culture, including the Middle East and Gulf Region, South America, and the United Kingdom. Its distinctive edge is the juxtaposition of three sectors: quality assurance/accreditation, teacher preparation, and global/international experiences. The authors address how the adoption of a universal requirement for accreditation embraces a particular view of what teacher quality means. The emphasis on the development of teacher preparation in concert with accreditation is of academic interest to scholars in the United States and abroad. The experiences and voices of teacher educators as international colleagues in a global climate of accountability brings a fresh perspective on shared challenges.
Table of Contents
PART I: ACCREDITATION AS A THEORY OF CHANGE AND A BASIS FOR QUALITY ASSURANCE: THE UNITED STATES MODEL 1. High-Quality Teachers for High-Impact Learning Rana M. Tamim, Linda Colburn, and Karen Karp 2. Teacher Education Accreditation across International Borders: Can the Local go Global? Deborah Eldridge and Robin Dada 3. Accreditation as a Measure of Quality Nicholas M. Michelli and Karen Karp PART II: TEACHER EDUCATION ACCREDITATION ACROSS INTERNATIONAL BORDERS: THE EXAMPLE OF ZAYED UNIVERSITY, UNITED ARAB EMIRATES 4. Quality Assurance in Teacher Education: The Role of Accreditation Sadiq Midraj and Barbara Harold 5. Evidence and Teacher Education Program Improvement Linda K. Colburn, Rana M. Tamim, and Jase Moussa-Inaty 6. Coming Together to Learn, Educate and Lead: Developing Partnerships for Successful Accreditation Developing and Using Quality Partnerships Patience Sowa, Lydia Barza, and Jase Moussa-Inaty 7. Developing the Concept of Diversity in Teacher Preparation: Zayed University, College of Education Patience Sowa, Fida Atallah, and Edward Nichols PART III: TEACHER EDUCATION ACCREDITATION ACROSS INTERNATIONAL BORDERS: EXAMPLES FROM AROUND THE WORLD 8. Accreditation for the College of Education, Qatar University: A Journey Toward Excellence Hissa Sadiq and Nancy Allen 9. Local Challenges, Global Solutions: Oman’s Experience with Accreditation. The Case of Sultan Qaboos University Thuwayba Al Barwani and Jerry Baily 10. Accreditation of Teacher Education in Chile Judith Scharager and Manuel Villalón 11. Quality Assurance of Teacher Education in the United Kingdom James Noble-Rogers 12. Academic Accreditation in Saudi Arabia: The Future – Quality Assurance & Accreditation for Academic Institutions Scott Dantley and Greg Maffet PART IV: LESSONS LEARNED 13. Accreditation From a Global Perspective: What Have We Learned? Nicholas M. Michelli and Deborah Eldridge
Nicholas M. Michelli is Presidential Professor in the Policy, Leadership, Teacher Education strand in Urban Education and on the faculty of Middle Eastern Studies at The Graduate Center, City University of New York, USA.
Robin Dada is Dean of the College of Education and a professor at Zayed University, United Arab Emirates.
Deborah Eldridge is President and CEO of LCV, Inc., USA—an independent consulting company for higher education specializing in teacher education, accreditation and quality assurance, and program and curriculum development.
Rana M. Tamim is Assistant Dean of Research and Graduate Studies and Associate Professor at the College of Education at Zayed University, United Arab Emirates.
Karen Karp is currently a visiting professor in the Doctoral Studies program at Johns Hopkins University, USA.