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 18
And in the same vein , Berdie concludes from his review of the relevant literature that " The available evidence indicates that a person's ability is not a very important factor in determining his interests " ( 5 , p . 142 ) .
And in the same vein , Berdie concludes from his review of the relevant literature that " The available evidence indicates that a person's ability is not a very important factor in determining his interests " ( 5 , p . 142 ) .
Page 42
The actual number of strikes or man - hours lost is not , however , the best indication of the importance of the issues involved . The existence or non - existence of the right to strike has an important influence not revealed by a ...
The actual number of strikes or man - hours lost is not , however , the best indication of the importance of the issues involved . The existence or non - existence of the right to strike has an important influence not revealed by a ...
Page 313
They contribute to the idea that the liberal arts part of one's education is something to be completed and forgotten ; a hurdle which , once surmounted , leaves the individual to devote himself to the really important part of his ...
They contribute to the idea that the liberal arts part of one's education is something to be completed and forgotten ; a hurdle which , once surmounted , leaves the individual to devote himself to the really important part of his ...
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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 |
| Export Citation | BiBTeX EndNote RefMan |