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 21
Page 163
... examinations are impossi- ble in the Medical School . A majori- ty of the students cannot write well enough . " Professors in that school , like the venerable Dr. Henry J. Bigelow , read routine lectures from " brownish - yellow ...
... examinations are impossi- ble in the Medical School . A majori- ty of the students cannot write well enough . " Professors in that school , like the venerable Dr. Henry J. Bigelow , read routine lectures from " brownish - yellow ...
Page 235
... examinations for differ- ent age classes , draws up the written examinations , and checks their results . Such centralization of the system has , naturally , both advantages and drawbacks . The greatest advantage is certainly that the ...
... examinations for differ- ent age classes , draws up the written examinations , and checks their results . Such centralization of the system has , naturally , both advantages and drawbacks . The greatest advantage is certainly that the ...
Page 265
... Examination Board . The author modestly points out in the preface that it is not the purpose of the book to compete ... examinations covering several courses in the same area , though at the time this was a serious business , not to be ...
... Examination Board . The author modestly points out in the preface that it is not the purpose of the book to compete ... examinations covering several courses in the same area , though at the time this was a serious business , not to be ...
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