Harvard Educational Review, Volume 21Howard Eugene Wilson Harvard University, 1951 "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 128
... Professor Peattie's flair for the dramatic , and from his lively appreciation of the human flesh and blood of geography without which the field is bare bones indeed . In a sense , the author attempts to do here for teachers what he did ...
... Professor Peattie's flair for the dramatic , and from his lively appreciation of the human flesh and blood of geography without which the field is bare bones indeed . In a sense , the author attempts to do here for teachers what he did ...
Page 171
... Professor Maurice Caullery of the Sorbonne , who had spent a year at Harvard as an exchange professor , wrote an even more favorable account . He expressed his delight at the broad scope of the American university , " a program as ...
... Professor Maurice Caullery of the Sorbonne , who had spent a year at Harvard as an exchange professor , wrote an even more favorable account . He expressed his delight at the broad scope of the American university , " a program as ...
Page 203
... PROFESSOR JOHN L. CHILDS has not only presented us with an admirable , systematic exposition of an experi- mentalist philosophy of education but he has couched it in terms of its relevance for the problems which currently face the ...
... PROFESSOR JOHN L. CHILDS has not only presented us with an admirable , systematic exposition of an experi- mentalist philosophy of education but he has couched it in terms of its relevance for the problems which currently face the ...
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Abitur activity Ameri American basic behavior C. R. Rao cation centroids cerned Chicago child concern conclusions course creative social act criterion critical culture curriculum democratic determine discipline discriminant function discussion distinctions educa elementary schools ence Encyclical experience fact field formulated G groups German grades graduate schools gram groups sum Harvard high school human humanistic ideal ideas individual inquiry John Dewey knowledge Kuenzli labor material matrix means ment method metonymous mood multiple correlation nature organization papers personality Pius XI Pope Pius XI possible present principles prob problem profes pupils question R. A. Fisher relation religion religious Rorschach school teachers science program scientific secondary school sion social sciences society student subject-matter sum of squares teaching technique theory tion tional tive union University values variables vidual workers York