Common Areas of Interest
Schools of education have several areas of interest in both their research and practice. The first is teacher education, curriculum, and instruction. With their historical roots in the 19th century normal school, they train the vast majority of teachers. A second area of interest is educational administration. As the main institution for the training of principals and superintendents, there is a focus on the administration of schools and school districts. A final area of interest is education policy and reform. Many graduates of schools of education become involved in education policy. As such, issues such as equity, teacher quality, and education assessment have become focuses of many schools of education. The issue of equitable access to education particularly is common, specifically focusing on low-income, minority, and immigrant communities, is central to many areas of research within the Education field.
Read more about this topic: School Of Education
Famous quotes containing the words common, areas and/or interest:
“If music in general is an imitation of history, opera in particular is an imitation of human willfulness; it is rooted in the fact that we not only have feelings but insist upon having them at whatever cost to ourselves.... The quality common to all the great operatic roles, e.g., Don Giovanni, Norma, Lucia, Tristan, Isolde, Brünnhilde, is that each of them is a passionate and willful state of being. In real life they would all be bores, even Don Giovanni.”
—W.H. (Wystan Hugh)
“In my writing I am acting as a map maker, an explorer of psychic areas ... a cosmonaut of inner space, and I see no point in exploring areas that have already been thoroughly surveyed.”
—William Burroughs (b. 1914)
“Any effort in philosophy to make the obscure obvious is likely to be unappealing, for the penalty of failure is confusion while the reward of success is banality. An answer, once found, is dull; and the only remaining interest lies in a further effort to render equally dull what is still obscure enough to be intriguing.”
—Nelson Goodman (b. 1906)