Date of Award


Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.



First Advisor

Julie Kalnin

Second Advisor

Bruce Weitzel

Third Advisor

Randy Hetherington

LC Subjects

Teachers--Training of; Accreditation (Education)--Oregon


The nationwide attention to education accountability continues to grow, with educator preparation programs (EPPs) facing growing scrutiny through state-mandated accountability systems. The accreditation process for Oregon EPPs shifted significantly in 2015 with the passing of Senate Bill 78, a state-mandated policy requiring all EPPs to become nationally accredited. As a result, university-based EPPs, who are not yet nationally accredited, are faced with implementing change at the institution and EPP levels which may result in challenges and constraints that could threaten program continuance.

Utilizing the conceptual framework of education policy and organizational change with a focus on Lewin’s force field analysis and three-stages of change as a model for the change process, this multiple-case study explored how private university-based educator preparation programs are responding to Oregon’s statemandated policy requiring that all EPPs achieve national accreditation. The data were analyzed according to the following two questions: (1) How are EPP members perceiving the policy mandate? and (2) How are EPP members perceiving the impact of the policy mandate on their EPP? A purposive criterion-based sample of fourteen EPP faculty members from six Oregon EPPs took part in a survey and of those 14, 11 participated in a semi-structured interview. The study consisted of within-case analysis of three EPPs and a cross-case analysis of six EPPs.

The study’s findings indicated that participants believed the policy was enacted to increase accountability with the intent of improving Pk-12 teacher effectiveness and to bring greater program coherence across Oregon EPPs. Results demonstrated that participants viewed the policy mandate through one overarching theme – a dynamic change process impacting their institution as well as their EPP.

At the time of this study, CAEP was the new and sole specialized national accreditor for educator preparation. The case described a particular group of EPPs during a period of policy implementation and this study is reporting on data collected during that period.

This study informs practice for various stakeholders of teacher education by addressing implications for state program approval agencies, administrators of institutions of higher education, and EPPs who are seeking national accreditation.


Copyright for this work is retained by the author.