NCTQ Rankings in a Tenuous, Post-Covid Teacher Preparatory Landscape
Help or Harm
Bibliographic Data
| ID | 21459701 |
|---|---|
| Authors | Dierdre Glenn Paul (Montclair State University, Montclair, NJ, USA) |
| Year | 2024 |
| Volume | 126 |
| Issue | 11-12 |
| Pages | 193-197 |
| Publication date | 2024-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681241311638 |
| OpenAlex | W4405830889 |
| Language | EN |
| References cited | 1 |
This was the first time in my recollection that the National Council on Teacher Quality (NCTQ) (in its 2023 report entitled “Teacher Prep Review: Strengthening Elementary Reading Instruction”) tried to explicitly tie literacy-specific teacher preparatory programs’ lack of adherence to their debatable standard with the programs doing an actual disservice to Black and Brown schoolchildren nationally. As an educator devoting much of my scholarly work and research to the education and schooling of children of African descent, that was the proverbial “bridge too far.” So, I set out to get answers to the following questions: • What does NCTQ do, and why should we take heed? • How were program quality determinations ascertained? • Could NCTQ rankings potentially impact our teacher education programs
2019-20 coronavirus outbreak · Geography · Harm · Digital literacy in education · Education and Critical Thinking Development · Innovative Teaching Methods · Medicine · Psychology · Social Psychology · Virology
| Highly cited | No |
|---|