Educational Planning Quotes

To be a teacher you must be a prophet - because you are trying to prepare people for a world thirty to fifty years into the future.

I found my own orthodontist, my own high school. I set up interviews and did college trips. Despite her incredible concern and caring, my mom didn't have the capacity for that. It was outside her experience, and she knew I was on top of it.

Once in a while our school has half days, and the teachers spend the afternoon 'in service,' which I think must be a group therapy for having to deal with us.

People commonly educate their children as they build their houses, according to some plan they think beautiful, without considering whether it is suited to the purposes for which they are designed.

Inspiration, hunger: these are the qualities that drive good schools. The best we educational planners can do is to create the most likely conditions for them to flourish, and then get out of their way.

I was in college in Washington, D.C. I did three years full-time. I did all my requirements, and my senior year was really a gut year. And I said, 'Law school will always be there.' I was in no hurry to get right into that.

If my impressions are correct, our educational planing mill cuts down all the knots of genius, and reduces the best of the men who go through it to much the same standard.

The college and university systems, at least, have become like television. There's a bit of this and a bit of that and some compulsory program with its components connected in a way that only a planner could understand.

Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.

Many institutions of higher learning will grant an 18- to 30-month deferral to prospective missionaries. This will enable you elders and sisters to serve without worrying about where you will begin your advanced education. We are very grateful to leaders of educational institutions who are making such planning possible!

Without there being some national strategy, it is difficult for educators to know what kinds of engineers or technicians to produce and for potential students to know what professions to study for.

The truth is that the want of common education with us is not from our poverty, but from the want of an orderly system. More money is now paid for the education of a part than would be paid for that of the whole if systematically arranged.

As educators, we are only as effective as what we know. If we have no working knowledge of what students studied in previous years, how can we build on their learning? If we have no insight into the curriculum in later grades, how can we prepare learners for future classes?