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 38
... individual and society , contradictions arise which center about the effort to base teach- ing and learning in the social sci- ences on the notion of a structured , powerful , enfolding and determining society of which the individual is ...
... individual and society , contradictions arise which center about the effort to base teach- ing and learning in the social sci- ences on the notion of a structured , powerful , enfolding and determining society of which the individual is ...
Page 73
... individuals in the group with re- spect to which prediction is highest on the criterion scale even though the individual's score may make him a complete misfit in this group . Distinction between the two types of analyses one may ...
... individuals in the group with re- spect to which prediction is highest on the criterion scale even though the individual's score may make him a complete misfit in this group . Distinction between the two types of analyses one may ...
Page 76
... individual on these variables , a different color be- ing used for individuals in different groups . Some method for ... individual into a set of G - 1 linear functions of these measure- ments . Study of the location of these points in ...
... individual on these variables , a different color be- ing used for individuals in different groups . Some method for ... individual into a set of G - 1 linear functions of these measure- ments . Study of the location of these points in ...
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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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