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 50
... art . The proponents of " teaching as art " argue by analogy , evoking images from the arts which compare the teacher with the artist , the musician , the writer , and others . In most cases , the analogy is false because of an over ...
... art . The proponents of " teaching as art " argue by analogy , evoking images from the arts which compare the teacher with the artist , the musician , the writer , and others . In most cases , the analogy is false because of an over ...
Page 51
... arts . The notion that since " teaching is an art " there should be no formal entry requirements , implying that such requirements do not exist in art , is to ignore the severe apprenticeship and competitions through which most artists ...
... arts . The notion that since " teaching is an art " there should be no formal entry requirements , implying that such requirements do not exist in art , is to ignore the severe apprenticeship and competitions through which most artists ...
Page 210
... arts , for example , at Harvard in 1874 and a chair of political science at Co- lumbia in 1876 - the land grant colleges were revolutionizing the traditional curriculum . Under President Andrew D. White Cornell was offering courses in ...
... arts , for example , at Harvard in 1874 and a chair of political science at Co- lumbia in 1876 - the land grant colleges were revolutionizing the traditional curriculum . Under President Andrew D. White Cornell was offering courses in ...
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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