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 65
... interest- ed in studying deeper - level causes and motivations of behavior are becoming increasingly aware of parallels between their work and the insights obtained from the study of psychodynamics . This has resulted in a growing interest ...
... interest- ed in studying deeper - level causes and motivations of behavior are becoming increasingly aware of parallels between their work and the insights obtained from the study of psychodynamics . This has resulted in a growing interest ...
Page 78
... interest was focused upon those measurements which provided the most complete discrimination among groups . This I believe to be the essential issue in the differential aptitude problem . At that time our interest was focused upon the ...
... interest was focused upon those measurements which provided the most complete discrimination among groups . This I believe to be the essential issue in the differential aptitude problem . At that time our interest was focused upon the ...
Page 79
... interest in the operation of the variables in all their interrelatedness . For study of this interest , discriminant analysis seems to be ideally suited . Suppose that repeated measurements were ob- tained for each individual on each ...
... interest in the operation of the variables in all their interrelatedness . For study of this interest , discriminant analysis seems to be ideally suited . Suppose that repeated measurements were ob- tained for each individual on each ...
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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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