Educational Effectiveness Quotes

In essence, the education department argues that the quality of the education children receive is irrelevant, as long as someone stands in front of the class.

There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools.

The notion that college education is a cost-effective way to help poor, low-skill, unmarried mothers with high school diplomas or GEDs move up the economic ladder is just wrong.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

THE TEACHER AS A NECESSARY EVIL. Let us have as few people as possible between the productive minds and the hungry and recipient minds! The middlemen almost unconsciously adulterate the food which they supply. It is because of teachers that so little is learned, and that so badly.

A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.

We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.

It is not often that any man can have so much knowledge of another, as is necessary to make instruction useful.

When we listen to the radio, look at television and read the newspapers we wonder whether universal education has been the great boon that its supporters have always claimed it would be.

Despite the hours spent debating different models of general education, the choices faculties make rarely lead to any significant difference in the cognitive development of undergraduates.

Of all the excellent teachers of college English whom I have known I have never discovered one who knew precisely what he was doing. Therein have lain their power and their charm.

I think it must be apparent to every thinking mind that the noblest of all professions is that of teaching, and that upon the effectiveness of that teaching hangs the destiny of nations.

The evidence would suggest that there are some great alternative certification programmes and some lousy ones. There are some wonderful traditional education schools, and some that aren't so effective. What's important is less the pathway than the impact on students.

The most effective teachers embody the teaching they give out.

We can't go on appropriating more and more money to state universities without knowing that we're getting an excellent product back out of them.

The best teacher is not the one who knows most but the one who is most capable of reducing knowledge to that simple compound of the obvious and wonderful.

Education is preeminently a matter of quality, not amount.

She had observed that the more education they got, the less they could do. Their father had gone to a one-room schoolhouse through the eighth grade and he could do anything.

Teaching 23-year-olds in an MBA programme strikes me as largely a waste of time. They lack the background of experience. You can teach them skills - accounting and what have you - but you can't teach them management.

Lectures which really teach will never be popular; lectures which are popular will never really teach.

It makes little sense to spend a month teaching decimal fractions to fourth-grade pupils when they can be taught in a week, and better understood and retained, by sixth-grade students. Child-centeredness does not mean lack of rigor or standards; it does mean finding the best match between curricula and children's developing interests and abilities.

And just because you have colleges and universities doesn't mean you have education.

One test of the correctness of educational procedure is the happiness of the child.

There is no less flogging in our great schools than formerly, but then less is learned there.

Teach for America has helped us understand what works and what doesn't.