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 58
... given taxonomic scheme is based upon a particular choice of qualities and properties of the objects to be classified , and the choice of qualities and properties is in turn determined by the use to which the scheme is to be put and the ...
... given taxonomic scheme is based upon a particular choice of qualities and properties of the objects to be classified , and the choice of qualities and properties is in turn determined by the use to which the scheme is to be put and the ...
Page 61
... given . From the first point of view , the incompleteness of scientific knowl- edge at any given moment and the significance of the variety of answers it appears to give to a single question can be understood without recourse to ...
... given . From the first point of view , the incompleteness of scientific knowl- edge at any given moment and the significance of the variety of answers it appears to give to a single question can be understood without recourse to ...
Page 86
... given by the series of elements V1 , i = 1 , 2 , ... , n , where n is the number of tests given and V1 = | W1 ; that is , v1 is given by a determinant formed from the W matrix of squares and cross - products within groups . The ...
... given by the series of elements V1 , i = 1 , 2 , ... , n , where n is the number of tests given and V1 = | W1 ; that is , v1 is given by a determinant formed from the W matrix of squares and cross - products within groups . 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
Bibliographic information
| Title | Harvard Educational Review, Volume 21 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1951 |
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