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 41
... discussion , but the discussion takes place in terms of the distinctions of method - content , fact- idea and science - not science . Thus , the discussion serves to illustrate a possible and profitable way of em- ploying distinctions ...
... discussion , but the discussion takes place in terms of the distinctions of method - content , fact- idea and science - not science . Thus , the discussion serves to illustrate a possible and profitable way of em- ploying distinctions ...
Page 176
... discussion is to determine what problems need to be solved . But it is essential that stu- dents attempt in their preparation and through discussion to solve the problems posed by the case . This must be a major part of any course using ...
... discussion is to determine what problems need to be solved . But it is essential that stu- dents attempt in their preparation and through discussion to solve the problems posed by the case . This must be a major part of any course using ...
Page 191
... discussion method . The first item cited is itself a bibliographical review . The next three citations are useful material of the manual type . 1. U. S. Department of Agriculture , Bureau of Agricultural Eco- nomics . Group Discussion ...
... discussion method . The first item cited is itself a bibliographical review . The next three citations are useful material of the manual type . 1. U. S. Department of Agriculture , Bureau of Agricultural Eco- nomics . Group Discussion ...
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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