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 293
... 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 is in- troduced . Likewise a ring is more abstract than a field , as a field ...
... 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 is in- troduced . Likewise a ring is more abstract than a field , as a field ...
Page 383
... described situations ; he reacts emotionally to described events ; and so on , in a long list . He does none of this before learning to read and all of it afterwards . To bring about such a change is an extensive assignment , and it is ...
... described situations ; he reacts emotionally to described events ; and so on , in a long list . He does none of this before learning to read and all of it afterwards . To bring about such a change is an extensive assignment , and it is ...
Page 469
... described , along with initial findings obtained in the school setting . Additional concepts , programs , devices , and extensive " field tests " are described in a later section . Test scoring devices and experimental analysis of ...
... described , along with initial findings obtained in the school setting . Additional concepts , programs , devices , and extensive " field tests " are described in a later section . Test scoring devices and experimental analysis of ...
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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