Mirror accountability: Using data to see ourselves and show ourselves to others
Program accountability is increasingly important in teacher education. Yet, program accountability often implies reporting quantitative data in an easy-to-understand visual format. Such data can lack validity when numbers are small and they may confuse issues of candidate performance with candidate understanding. In this study, four teacher educators from a small graduate program examined the understanding of their teacher candidates using survey and focus group data. Qualitative analysis revealed predictable connections and disconnections between coursework and field work, as well as surprising conceptions of the nature of teaching and learning. The authors used the findings to inform and improve their practice and they argue that qualitative data can and should be utilized for program improvement and accountability.
Beck, Terence A, Christine Kline, Amy E. Ryken, and Fred L. Hamel. "Mirror Accountability: Using Data to See Ourselves and to Show Ourselves to Others." Ailacte Journal. 1 (2004): 69-89. Print.