Harvard Educational Review, Volume 31"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 293
For example , a group is more abstract than a ring , because the structure described by a group , containing only one operation and its inverse , will fit many more varied mathematical situations than a ring , where a second operation ...
For example , a group is more abstract than a ring , because the structure described by a group , containing only one operation and its inverse , will fit many more varied mathematical situations than a ring , where a second operation ...
Page 383
... finds or identifies objects described in a text ; he rephrases sentences ; he obeys written instruc- tions ; he behaves appropriately to described situations ; he reacts emotionally to described events ; and so on , in a long list .
... finds or identifies objects described in a text ; he rephrases sentences ; he obeys written instruc- tions ; he behaves appropriately to described situations ; he reacts emotionally to described events ; and so on , in a long list .
Page 469
Four completed programs and their associated devices are described , along with initial findings obtained in the school setting . Additional concepts , programs , devices , and extensive " field tests " are described in a later section ...
Four completed programs and their associated devices are described , along with initial findings obtained in the school setting . Additional concepts , programs , devices , and extensive " field tests " are described in a later section ...
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abstraction achievement activities American analysis answer appear Association become behavior believe called chapter child communication complete concept concerned considered course culture described direct discussion effect example experience fact field give given Harvard higher human ideas important individual institutions instruction interest involved John kind knowledge language learning less LIBRARIES machine material matter McGuffey Readers means methods moral nature objects observed organization patterns perhaps period personality position possible practice present Press problems Professor question reader reading reference relation religious Report response Review role seems sense situation social society specific suggests teacher teaching theory things tion understanding University values York
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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