Harvard Educational Review, Volume 21"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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Results 1-3 of 57
Page 73
3 1 answer this question , multiple regres- their ability to do a job . For this sion analysis is appropriate . The problem , the multiple regression analother question is , “ How can I analyze ysis is appropriate provided one is these ...
3 1 answer this question , multiple regres- their ability to do a job . For this sion analysis is appropriate . The problem , the multiple regression analother question is , “ How can I analyze ysis is appropriate provided one is these ...
Page 79
Suppose is designed to answer the question , that repeated measurements were ob- " What am I best at ? " ; discriminant tained for each individual on each set analysis is designed to answer the quesof n measurements .
Suppose is designed to answer the question , that repeated measurements were ob- " What am I best at ? " ; discriminant tained for each individual on each set analysis is designed to answer the quesof n measurements .
Page 81
pared to doctors he looks like a meNow the client can ask you another diocre one while among dentists he question , I hope , without implying looks good ; and furthermore as comany dissatisfaction with your answer pared to good doctors ...
pared to doctors he looks like a meNow the client can ask you another diocre one while among dentists he question , I hope , without implying looks good ; and furthermore as comany dissatisfaction with your answer pared to good doctors ...
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activity American analysis Association basic become cation child concern conclusions considered course critical determine discipline discriminant discussion distinctions effect evidence examination example existence experience expressed fact field function German give given grades graduate hand higher human humanistic ideas important individual inquiry interest kind knowledge labor learning living material matter means measure ment method mind nature necessary object organization original particular personality possible practice present Press principles problem question relation religion religious responsibility scientific secondary sense situation social society student suggests teachers teaching theory thinking tion understanding union United University values various whole 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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