A child's learning is a function more of the characteristics of his classmates than those of the teacher.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

As an example, one of the schools I have been studying is too small to compete effectively in most sports, but participates with vigor each year in the state music contests.

It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college.

For to change the norms, the very foci of attention, of a cultural system is a difficult task - far more complex than that of changing an individual's attitudes and interests.

The educational resources provided by a child's fellow students are more important for his achievement than are the resources provided by the school board.

Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.

The results indicate that heterogeneity of race and heterogeneity of family educational background can increase the achievement of children from weak educational backgrounds with no adverse effect on children from strong educational backgrounds.

Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.

The higher the social class of other students the higher any given student's achievement.

A child's learning is a function more of the characteristics of his classmates than those of the teacher.

It is clear from all these data that the interests of teenagers are not focused around studies, and that scholastic achievement is at most of minor importance in giving status or prestige to an adolescent in the eyes of other adolescents.

Particular individuals who might never consider dropping out if they were in a different high school might decide to drop out if they attended a school where many boys and girls did so.

I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.

The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.

In a high school, the norms act to hold down the achievements of those who are above average, so that the school's demands will be at a level easily maintained by the majority.

Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.

There are many examples in high schools which show something about the effects such competition might have.

If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge.

In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.

A childs learning is a function more of the characteristics of his classmates than those of the teacher.

We're all like children. We may think we grow up, but to me, being grown up is death, stopping thinking, trying to find out things, going on learning.

Let schoolmasters puzzle their brain, With grammar, and nonsense, and learning, Good liquor, I stoutly maintain, Gives genius a better discerning.

Without feeling abashed by my ignorance, I confess that I am absolutely unable to say. In the absence of an appearance of learning, my answer has at least one merit, that of perfect sincerity.

Learning teacheth more in one year than experience in twenty.

And I believe that the best learning process of any kind of craft is just to look at the work of others.

Concerning culture as a process, one would say that it means learning a great many things and then forgetting them; and the forgetting is as necessary as the learning.

And I like asking questions, to keep learning; people with big egos might not want to look unsure.

The lopsided attitudes of college professors pose a serious challenge to learning because students are so susceptible to becoming lopsided sheep.

I've never stopped learning.

I know what I like when I see it, but no way have I ever become interested in learning about it.

Not being a comic book fan, being thrown into that and seeing the extreme - it's taken very seriously. So I tried to do as much learning as I could about it so I wasn't mean or anything.

I spent a lot of years just learning my craft and falling down in front of the camera.

I'm learning English at the moment. I can say 'Big Ben', 'Hello Rodney', 'Tower Bridge' and 'Loo'.

Learning is the beginning of wealth. Learning is the beginning of health. Learning is the beginning of spirituality. Searching and learning is where the miracle process all begins.

I love talking about women because they are a constant study and you're always learning.

The experience of learning how to get straight to the core of a problem proved to be of immense value later when I had a long succession of responsibilities in large, complex government departments.

I think that obstacles lead to growth and ultimately, the most learning I've done in my life is between jobs.

I view life as a learning experience. It is not so much all about music; it is about what happens when you are doing the music.

I like doing accents and I like learning as much as I can learn.

In any of the arts, you never stop learning.

I have never forgotten my days as an Eagle Scout. I didn't know it at the time, but what really came out of my Scouting was learning how to lead and serve the community. It has come in handy in my career in government.

You have to study your field and you have to find out how other people do it, and you have to keep working and learning and practicing and ultimately, you would be able to do it.

Never make your home in a place. Make a home for yourself inside your own head. You'll find what you need to furnish it - memory, friends you can trust, love of learning, and other such things. That way it will go with you wherever you journey.

There are no secrets to success. It is the result of preparation, hard work, and learning from failure.

Human beings are accustomed to think of intellect as the power of having and controlling ideas and of ability to learn as synonymous with ability to have ideas. But learning by having ideas is really one of the rare and isolated events in nature.

I think the biggest difficulty is that when I'm here in America, there's a necessity of using English, so I really have a great sense of really wanting to learn, but unfortunately when I head back to Japan, the necessity vanishes and so does my enthusiasm about learning.

The rare person is still interested in new advances when they are adults. There is possibly a correlation with intelligence. In any case, you have to be fairly bright to keep learning and changing attitudes as you get older.

Only the other world has substance and reality; only good deeds and holy learning have tangible worth.