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 26
... active set leads to a transformation related to a task to be performed . The risk , to be sure , is in possible overspecialization of information processing that may lead to such a high degree of specific organization that information ...
... active set leads to a transformation related to a task to be performed . The risk , to be sure , is in possible overspecialization of information processing that may lead to such a high degree of specific organization that information ...
Page 387
... active . If he stops , the program stops ( in marked contrast with classroom practice and educational television ) ; but there is no compul- sion for he is not inclined to stop . Immediate and frequent reinforcement sustains a lively ...
... active . If he stops , the program stops ( in marked contrast with classroom practice and educational television ) ; but there is no compul- sion for he is not inclined to stop . Immediate and frequent reinforcement sustains a lively ...
Page 388
Howard Eugene Wilson. active in improving education have been tempted to dismiss slow students impatiently as a waste of time , but it is quite possible that many of them are capable of substantial , even extraordinary , achievements if ...
Howard Eugene Wilson. active in improving education have been tempted to dismiss slow students impatiently as a waste of time , but it is quite possible that many of them are capable of substantial , even extraordinary , achievements if ...
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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