Harvard Educational Review, Volume 26"The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 29
ceeded in getting themselves elected to the London School Board , but it was Webb who read Government reports , analyzed school board statistics and then wrote the tracts which became the policy of the Society .
ceeded in getting themselves elected to the London School Board , but it was Webb who read Government reports , analyzed school board statistics and then wrote the tracts which became the policy of the Society .
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The Balfour Act did not apply to London and it was not until the following year that the control of education was transferred to the London County Council . It was this measure , the London Act of 1903 , which called forth Sidney Webb's ...
The Balfour Act did not apply to London and it was not until the following year that the control of education was transferred to the London County Council . It was this measure , the London Act of 1903 , which called forth Sidney Webb's ...
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LONDON UNIVERSITY The final contribution of the Webbs to education which we shall consider concerns the reorganization of the University of London . Until the turn of the century London was an examining but not a teaching institution .
LONDON UNIVERSITY The final contribution of the Webbs to education which we shall consider concerns the reorganization of the University of London . Until the turn of the century London was an examining but not a teaching institution .
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Contents
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Articles | 9 |
Copyright | |
26 other sections not shown
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Common terms and phrases
accepted action activity aims American analysis answer arts Association become behavior believe Board called concepts concerned course critical culture desire discussion effect employees ethics example existence experience fact field give given goals human ideas important individual institutions interest involved issues kind knowledge learning less liberal living logical London matter means ment method mind moral nature necessary objectives organization particular perhaps personality philosophy of education political position possible practice present principles problems professional Professor pupils question reason regarded response result right to strike scientific seems sense situation social society symbols teachers teachers strikes teaching theory things thought tion truth University Webb whole York
Bibliographic information
| Title | Harvard Educational Review, Volume 26 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1956 |
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