Doreen Cronin Quotes

The No Child Left Behind Program was an incentive to the schools to get their kids up to snuff on math and science and reading.

Before Juilliard, I was a schoolteacher for a little bit. I taught in a charter school. I was a substitute teacher for kids ages 3 to 6.

Second graders learn to read: that's a perfect time to make them code.

Investing in better-quality education outcomes - especially in maths and science - more than pays for itself.

My mom actually taught fifth grade, so... I'm good with fifth graders. That's, like, my specialty.

In Burma, we need to improve education in the country - not only primary education, but secondary and tertiary education. Our education system is very very bad. But, of course, if you look at primary education, we have to think in terms of early childhood development that's going back to before the child is born - making sure the mother is well nourished and the child is properly nurtured.

We have a responsibility to ensure that every individual has the opportunity to receive a high-quality education, from prekindergarten to elementary and secondary, to special education, to technical and higher education and beyond.

I'd love to go back and teach primary school. I used to teach fourth grade and fifth grade. I'd love to spend several years teaching kindergarten or maybe third grade.

I do not think that the educational program of our schools should be determined by what the community thinks it needs.

I am very proud of the quality of public education in Nebraska, but I believe we have an obligation to continually assess whether our system is meeting 21st Century education needs.

I did teach elementary school for quite a while, and so I didn't have to reach too far back for the titles and authors that populate the early chapters 'of The Borrower.'

I have taught some master classes and things at my alma mater and sometimes at my kids' school. I will go in and talk to the theater students. I wouldn't really call myself a teacher.

I loved teaching. I used to teach fourth grade.

We need to tap the resource of current and retiring science and math professionals that have both content mastery and the practical experience to serve as effective teachers.

There has been so much recent talk of progress in the areas of curriculum innovation and textbook revision that few people outside the field of teaching understand how bad most of our elementary school materials still are.

From the ages of five to twelve, I attended the Saint Laurence O'Toole elementary school in Lawrence, a city next to Methuen, and was taught by sisters of the Catholic order of Notre Dame de Namour. I enjoyed all my subjects there. I do not remember ever learning any science, except for mathematics.

My mother is a professor of early childhood education. When I was two she would say she knew I was going to be an actor.

We at the Department of Education are going to provide technical assistance; I've committed $14 million to show states how they might meet this more sophisticated approach.

I did not even go to kindergarten; I just started first grade when I was five and started reading right away. I don't know how it all worked, but I had a lot of adults and older siblings around me. So, I guess I was probably introduced to what one would be introduced to at that time in kindergarten.

Scientists need to be prepared to engage, and the best people to engage with are students, ideally from primary school because there's no question that their capacity to work out complex things is extremely good.

I am particularly interested in primary education because the state of affairs in primary education in this country is a cause for concern.

Our scholastic system isn't structured to make sure that kids in the fifth or sixth grades absolutely know how to read.

Certainly, every student and school ought to have standards and evaluation, but who sets those standards, and who writes the test? Whoever controls the test controls the school.

I obtained eight years of elementary education in a two-room school, where I encountered a stern but engaging teacher who awakened my intellect with instruction that would seem rigorous today in many colleges. History figured large in the curriculum, exciting for me what was to become an enduring interest.

When you think about the children, one of the things that I'm quite concerned about - and I've heard it expressed by others - is trying to find how we can build better accountability, work to provide a level of education that prepares our children for the future.