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
On the contrary , correlational research abounds in attempts to link aptitudes and abilities to such variables as choice of occupation , choice of college major field , success on the job , interest test scores , and the like ( see ...
On the contrary , correlational research abounds in attempts to link aptitudes and abilities to such variables as choice of occupation , choice of college major field , success on the job , interest test scores , and the like ( see ...
Page 267
As the child grows , and his experience accumulates and broadens , his interests , needs and wants grow to be similar to ... The common problem of the divergence between interest and discipline disappears in the experience curriculum ...
As the child grows , and his experience accumulates and broadens , his interests , needs and wants grow to be similar to ... The common problem of the divergence between interest and discipline disappears in the experience curriculum ...
Page 270
The Ambiguity of the Concept of Interest The prime difficulty involved in the postulation of pupil interest as a criterion of curriculum content lies in the failure of its proponents to present a convincing proof that the doctrine is ...
The Ambiguity of the Concept of Interest The prime difficulty involved in the postulation of pupil interest as a criterion of curriculum content lies in the failure of its proponents to present a convincing proof that the doctrine is ...
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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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