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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Results 1-3 of 78
Page 196
... give increased opportuni- ties for the enjoyment of the privileges of our common schools . " And what would be the effects of financial constriction on education ? Would educators be forced to retrench , to forego reform in order to ...
... give increased opportuni- ties for the enjoyment of the privileges of our common schools . " And what would be the effects of financial constriction on education ? Would educators be forced to retrench , to forego reform in order to ...
Page 391
... give the name of the pictured object without reading it . The steps taken in teaching with labeled pictures can also be arranged particularly well with a machine . Suppose we are teaching medical - school anatomy at the textbook level ...
... give the name of the pictured object without reading it . The steps taken in teaching with labeled pictures can also be arranged particularly well with a machine . Suppose we are teaching medical - school anatomy at the textbook level ...
Page 417
... give them “ information and train- ing " so that they may form their own belief “ in a manner worthy of intelligent ... give a motivating reason ; but if I reply , “ Because you are taking unfair ad- vantage if you don't keep them , " I ...
... give them “ information and train- ing " so that they may form their own belief “ in a manner worthy of intelligent ... give a motivating reason ; but if I reply , “ Because you are taking unfair ad- vantage if you don't keep them , " I ...
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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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