Harvard Educational Review, Volume 31Howard Eugene Wilson Harvard University, 1961 "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 162
... German . He wrote to cousins , “ I go to the public school with a lot of little mickies and we have German reading , German dictation , the history of Siegfried , and arithmetic in which I am to '14 x 71 ' on paper , and I like it very ...
... German . He wrote to cousins , “ I go to the public school with a lot of little mickies and we have German reading , German dictation , the history of Siegfried , and arithmetic in which I am to '14 x 71 ' on paper , and I like it very ...
Page 483
... German schools a task never tackled before - must keep clear of the danger either of generalizing too much for the sake of perspicuity , or of giving a heap of iso- lated informations which , correct as they might be , would produce ...
... German schools a task never tackled before - must keep clear of the danger either of generalizing too much for the sake of perspicuity , or of giving a heap of iso- lated informations which , correct as they might be , would produce ...
Page 485
... German texts of the notes and do not impede understanding . Some insignifi- cant errata may be corrected : Nazi leader Rosenberg certainly could not write an article as late as 1953 ( p . 334 ) ; the number of people without re- ligious ...
... German texts of the notes and do not impede understanding . Some insignifi- cant errata may be corrected : Nazi leader Rosenberg certainly could not write an article as late as 1953 ( p . 334 ) ; the number of people without re- ligious ...
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abstraction achievement analysis answer attensity attitudes B. F. Skinner basic behavior believe Bernard Bailyn Catholic cation chapter child classroom Columbia University communication concept concerned course culture discussion educa educational research effect example experience experimental fact Harvard Educational Review Harvard University higher education historian human important individual institutions instruction intellectual interest involved John Dewey kind Kindergarten know-that knowledge language material mathematical McGuffey McGuffey Readers means ment methods molecules moral nature novice teachers organization patterns personality philosophy possible practice present problems Professor programmed learning progressivism Pseudo-training psychology public schools Puerto Rico question R-group reader reform relation religion religious response role Roosevelt scores sense Shaplin situation social society specific STANFORD UNIVERSITY suggests teaching machines techniques theory tion unexposed water vapor York