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 19
... attitudes and the learning of values , etc. And this is a strange paradox ; for though our evaluation and satisfaction with outcomes in education is generally ( unknowingly ) restricted to the level of belief learning , it is not to ...
... attitudes and the learning of values , etc. And this is a strange paradox ; for though our evaluation and satisfaction with outcomes in education is generally ( unknowingly ) restricted to the level of belief learning , it is not to ...
Page 24
... attitude that there is either nothing to be found or that they can find a pattern by looking . There is an important sequel in behavior to the two attitudes , and to this I should like to turn now . We have been conducting a series of ...
... attitude that there is either nothing to be found or that they can find a pattern by looking . There is an important sequel in behavior to the two attitudes , and to this I should like to turn now . We have been conducting a series of ...
Page 351
... attitudes , one may approach the implicit level of meaning less by way of direct answers to questions than by way of inferences from them . * This I tried to do as often as I could in probing the value orientation of grassroots ...
... attitudes , one may approach the implicit level of meaning less by way of direct answers to questions than by way of inferences from them . * This I tried to do as often as I could in probing the value orientation of grassroots ...
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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