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 6
... measures have found the ap- proval of the secondary school teach- ers and we have taken , and are still taking , our share in working out new plans and measures . Currently we are advocating a plan of broadening the basis of the ...
... measures have found the ap- proval of the secondary school teach- ers and we have taken , and are still taking , our share in working out new plans and measures . Currently we are advocating a plan of broadening the basis of the ...
Page 73
... measure- ments of one group of individuals tend to occupy a relatively high re- gion of the n - variable space in ... measurements one has on individuals in various groups success- fully differentiate the level of per- formance within ...
... measure- ments of one group of individuals tend to occupy a relatively high re- gion of the n - variable space in ... measurements one has on individuals in various groups success- fully differentiate the level of per- formance within ...
Page 79
... measurements were ob- tained for each individual on each set of n measurements . By means of dis- criminant analysis , linear combina- tions of these n measurements could be obtained which would provide maximal discrimination among indi ...
... measurements were ob- tained for each individual on each set of n measurements . By means of dis- criminant analysis , linear combina- tions of these n measurements could be obtained which would provide maximal discrimination among indi ...
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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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