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 140
... continue . The new historian of education may thus be encouraged , as perhaps other members of the academic community already are being encouraged , to work beyond the vocational training goals and the limited professional outlook of ...
... continue . The new historian of education may thus be encouraged , as perhaps other members of the academic community already are being encouraged , to work beyond the vocational training goals and the limited professional outlook of ...
Page 236
Howard Eugene Wilson. puter is and will continue to modify educational research methodology . One especially promising area seems to be multivariate analysis . He con- cludes with a brief discussion of the problem of informing other ...
Howard Eugene Wilson. puter is and will continue to modify educational research methodology . One especially promising area seems to be multivariate analysis . He con- cludes with a brief discussion of the problem of informing other ...
Page 349
... continue attacking these problems with his usual vigor , and in complimenting him on his audacity . GEORGE D. SPINDLER Stanford University A reply by Professor Brameld : Professor Spindler has invited me to comment on his thoughtful ...
... continue attacking these problems with his usual vigor , and in complimenting him on his audacity . GEORGE D. SPINDLER Stanford University A reply by Professor Brameld : Professor Spindler has invited me to comment on his thoughtful ...
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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