1,313 research outputs found

    Quality Teachers

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    The National Council on Teacher Quality named the University of Dayton’s elementary education program among the best in the nation

    Top for Teachers

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    The University of Dayton’s undergraduate program preparing future high school teachers is among the best in the nation, ranked in the top 10 percent by the National Council on Teacher Quality

    UD recognized among nation’s best for training teachers in the “science of reading”

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    The University of Dayton’s undergraduate teacher preparation program has been recognized by the National Council on Teacher Quality as among the best in the nation in preparing future elementary teachers to teach children to read

    Learning to Lead

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    The National Council on Teacher Quality ranked UD’s teacher education program No. 4 out of 107 “Top Ranked” teacher preparation programs. The Review evaluated a total of 1,612 programs. The University of Dayton was recognized for the quality of its elementary education program, specifically early childhood education. The Review examined elementary content, early reading, working with struggling readers and classroom management, and assessed several EDT reading and math courses

    Elementary Education is Elite in United States

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    Public and Private universities in Ohio are known for providing excellent teachers. According to the National Council on Teacher Quality, some of the elite elementary education programs are in the Buckeye State. Programs at eleven Ohio institutions, including Ohio State, Miami University, University of Dayton, and Cedarville University were awarded a Top Ranked status for overall strength of the program. Only 107 programs in the nation were listed and Cedarville University’s program is ranked #4 in Ohio and #22 nationally. It has the highest ranked elementary education program among all Christian university in the State

    2013 State Teacher Policy Yearbook: National Summary

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    This project arose from a simple premise. Despite what many -- including, at times, the states themselves -- have argued, state governments have the strongest impact on the work of America's more than three and a half million public school teachers. With that as our framework, the National Council on Teacher Quality (NCTQ) began in 2007 what has become an annual 360-degree analysis and encyclopedic presentation of every policy states have on their books that affects the quality of teachers, specifically state efforts to shape teacher preparation, licensing, evaluation and compensation. Our goal has been to provide research-based, practical, cost-neutral recommendations to states on the best ways to improve the teaching profession in their states

    Out of Left Field? Requiring Expertise to Teach Secondary Science: A Policy Brief

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    Teachers are considered the most influential factor in student learning outcomes (Burroughs et al., 2019; Luft et al., 2015, 2020). Their influence in the modern science classroom affects academic opportunities and the overall scientific literacy of our future society. Nonetheless, high school science teacher shortages exist across the United States, and low standards are the norm for new teachers entering the field. Compounding the problem is the presumption by most states that obtaining the expertise to teach one discipline in science qualifies a teacher to teach any area of science (National Council on Teacher Quality, 2010). Although No Child Left Behind (NCLB) requires teachers to be highly qualified, the definition of this term includes only state certification and strong content knowledge of each subject taught. Clarifying these requirements is left to each state\u27s interpretation of the mastery of subject matter, resulting in various measurement methods for teacher preparedness (Sheppard et al., 2020) and, subsequently, certification. So, how important is discipline-specific science knowledge for teachers? What role does subject matter expertise play in science teacher certification
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