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Using a researcher-constructed survey followed by focused interviews, faculty valued national accreditation for status and prestige yet questioned whether it drives needed systemic change. 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Hail, Beth Hurst, Ching-Wen Chang,& William Cooper, Missouri State University  \nAbstract  \nAccreditation serves many constituents and for a variety of reasons. It attempts to attest to the quality of a particular program that in most cases prepares people to enter a specific job or profession. The study examined faculty perceptions of the CAEP process in accrediting their teacher education programs and the impact on resources including human resources and morale. Through a researcher-constructed survey and then focused interviews, educators at this university indicated they believed the process of national accreditation was important for enhanced status and prestige, but questioned whether it helped with needed systemic changes. They also noted that faculty workload was a drawback unless faculty were recognized for their work. Conclusions to the study offered three recommendations: (1) faculty along with other key stakeholders should have a strong voice in the decision to pursue accreditation; (2) personnel need to be appreciated for their intensive work; and (3) institutions need to allocate adequate and realistic resources for the entire process. Additionally, universities need to use the lessons learned and outcomes of the process to strengthen and change programs and policies when necessary for continuous improvement.  \nKeywords: Accreditation; CAEP; national accreditation; faculty perceptions; continuous improvement; quality assurance  \nIntroduction  \nAccreditation serves many constituents and for a variety of reasons. It attempts to attest to the quality of a university or particular program that in most cases prepares people to obtain a degree or enter a specific job or profession. The broadest level of accreditation begins with organizations like the Higher Learning Commission (HLC), which evaluates institutions of higher education. These reviews are rigorous, time-consuming, and labor intensive as universities as a whole selfexamine and then present findings in a written report with supporting documentation.  \nNational accreditation opportunities are available for various disciplines. For educators, the Council for the Accreditation of Educator Preparation (CAEP) has become one of the foremost leaders in advancing excellence in teacher preparation through evidence-based outcomes (CAEP, 2015), and is the focus of this study. This organization “assures quality and supports continuous improvement to strengthen P-12 learning”(CAEP, 2015, ¶2) . Wise (2005) believes, for teacher  \n18 Hail, Hurst, Chang, & Cooper—Accreditation in Education  \npreparation, the standards for accreditation have become the voice of the “collective organization”(p. 321) representing teacher preparation providers. For most, an Educator Preparation Provider unit (EPP) can choose to be CAEP accredited, but it is not required.  \nWithin the university, programs may also separately apply for and obtain national contentspecific recognition. Some specialized (programmatic) content areas, such as the International Literacy Association (ILA) or National Council of Teachers of Mathematics (NCTM), have overarching professional organizations that advocate for specialized standards to be met for national recognition through accreditation. Universities may choose to use these standards as a baseline to include in their program reviews.  \nAdditionally, some national accreditation organizations will accept formal content reviews for accreditation, such as CAEP recognizes CACREP (for counseling programs), as the overarching benchmark. Programs may or may not elect to apply for these, often depending on the beliefs held by the university, administration, faculty, and even public. Typically, only a portion of the programs within a specific EPP unit apply for national Specialized Professional Association (SPA) accreditation. However, universities with teache","cbCaihQe1WsU9RCk","https://ap.wps.com/l/cbCaihQe1WsU9RCk","pdf",381825,12,"English","# Abstract\n# Introduction\n# Background","[{\"question\":\"What is the purpose of accreditation in this study?\",\"answer\":\"The study frames accreditation as a mechanism to attest to the quality of programs, particularly those that prepare people for degrees or specific professions, while supporting continuous improvement.\"},{\"question\":\"Which accreditation process is the study focused on?\",\"answer\":\"The research focuses on faculty perceptions of the CAEP process for accrediting teacher education programs.\"},{\"question\":\"What key recommendations does the study provide?\",\"answer\":\"The study recommends giving faculty and other stakeholders a strong voice in pursuing accreditation, appreciating personnel for their intensive work, and allocating adequate realistic resources across the entire accreditation process.\"}]","Accreditation in Education - One Institution’s Examination of Faculty Perceptions | PDF",1792089651]