Certification

About: Certification is a research topic. Over the lifetime, 26574 publications have been published within this topic receiving 303234 citations. The topic is also known as: certify & certified.

International Organization for Standardization

Abstract: This chapter provides an overview of the International Organization for Standardization (ISO). Operating since 1947, the International Organization for Standardization (ISO) is a nongovernmental association consisting of representatives from over 150 countries, one member per country. The increased credibility associated with ISO certification leads to many advantages that include decreased operating expenses stemming from scrap and rework, and enhanced management control through management review participation. The chapter describes the ISO standards most relevant in a clinical laboratory service setting. The quality standards in the ISO 9000 family focus on quality management and include quality-management system (QMS) requirements that are general for the manufacturing and service industries. The ISO 9001 standard requires extensive interpretation, while ISO 15189 is an international standard specifically developed for medical laboratories, although it may be of relevance to such disciplines as clinical physiology and medical imaging. The chapter describes the process for obtaining and maintaining ISO certification. ISO certification can be an attractive credential for a clinical laboratory. The College of American Pathologists (CAP) continues to play a role in the development of the ISO 15189 standard and, since 2008, has been a certifying body for this standard. The certification process is followed by ongoing maintenance of the QMS by the laboratory, as well as surveillance audits performed by the certifying body.

Teacher Quality and Student Achievement: A Review of State Policy Evidence

Abstract: Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

Teacher Quality and Student Achievement

Abstract: Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work The implications for state efforts to enhance quality and equity in public education are discussed

Teacher Quality and Student Achievement: A Review of State Policy Evidence

Abstract: Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The

The Social Construction of Reputation: Certification Contests, Legitimation, and the Survival of Organizations in the American Automobile Industry: 1895–1912

Abstract: Despite widespread agreement among organizational researchers that intangible resources underlie performance differences among organizations, little empirical evidence exists in the literature. Building on the idea that reputation is socially constructed, this paper depicts reputation as the outcome of the process of legitimation. It observes that organizational researchers have overlooked how certification contests legitimate organizations, generate status orderings, and create favorable reputations. This paper suggests that victories in certification contests are credentials that enable firms to acquire a reputation for competence. It predicts that cumulative victories improve the survival of organizations and better the life chances of startup organizations more than those of lateral entries. These predictions are analyzed in the American auto industry during 1895–1912 when special-purpose product rating agencies were absent and reliability and speed contests served as credentialing devices. The results show that cumulative victories in contests extend the life chances of winning organizations but there is no evidence that new startup organizations benefit more than lateral entries. These findings underscore the significance of intangible assets and point to the need for an institutionally informed theory of competences.