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 345
... Culture a particular significance , for this book is a report of his application of the theoretical framework developed in his prior work to the analysis of education in the transforming culture of Puerto Rico . In doing so , he takes a ...
... Culture a particular significance , for this book is a report of his application of the theoretical framework developed in his prior work to the analysis of education in the transforming culture of Puerto Rico . In doing so , he takes a ...
Page 348
... culture is antecedent to his very existence . A culture , or part of a culture , is a heritage that molds and influences even the ways , or perhaps particularly the ways , in which a people can conceive of or implement change . This in ...
... culture is antecedent to his very existence . A culture , or part of a culture , is a heritage that molds and influences even the ways , or perhaps particularly the ways , in which a people can conceive of or implement change . This in ...
Page 351
... cultural configuration . The question , for example , of how one gets at the implicit culture , central to any configuration , is a perplexing one . The assumption I made was that , if one uses enough concrete examples in tackling a ...
... cultural configuration . The question , for example , of how one gets at the implicit culture , central to any configuration , is a perplexing one . The assumption I made was that , if one uses enough concrete examples in tackling a ...
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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