This book addresses the issue of data use in educator preparation programs towards continuous programmatic improvement. With an aim to increase the rigor in both research and practice in educational administration and teacher education, this volume will analyze the longstanding quality concerns about teacher and leadership preparation and standards for programs and educators, as well as controversies concerning national accreditation and federal efforts to mandate program reporting data. By exploring the policies and practices that influence departments of education, this volume examines the increasing pressures to improve institutional functioning, within a complex system of university, state, and national structures and organizations.
