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 |
From inside the book
Results 1-3 of 25
Page 61
... answers to partial problems lead to larger problems and their resolutions which encompass more of the whole . From the second point of view the validity of the knowledge of science at any given moment and the effec- tiveness of its answers ...
... answers to partial problems lead to larger problems and their resolutions which encompass more of the whole . From the second point of view the validity of the knowledge of science at any given moment and the effec- tiveness of its answers ...
Page 79
... answer the question , " What am I best at ? " ; discriminant analysis is designed to answer the ques- tion , " What group am I most like ? " A large number of regression analyses have been performed to get answers to the first question ...
... answer the question , " What am I best at ? " ; discriminant analysis is designed to answer the ques- tion , " What group am I most like ? " A large number of regression analyses have been performed to get answers to the first question ...
Page 108
... answer them . This re- port discusses some of these criticisms by way of summary and not in any effort to do full justice to the insight or " correctness " of any particular point of view . It does not pretend to be a definitive ...
... answer them . This re- port discusses some of these criticisms by way of summary and not in any effort to do full justice to the insight or " correctness " of any particular point of view . It does not pretend to be a definitive ...
Other editions - View all
Common terms and phrases
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