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 85
Specifically the hypothesis is that directing students ' attention toward a given body of subject - matter ( administering attensity ) may foster learning , and may do so irrespective of the specific procedures by which attention is ...
Specifically the hypothesis is that directing students ' attention toward a given body of subject - matter ( administering attensity ) may foster learning , and may do so irrespective of the specific procedures by which attention is ...
Page 337
Unless intellectual ability can justifiably be given precedence over other forms of excellence , should not serious attempts be made to bring to the other forms the same degree of attention now being given to intellectual development ?
Unless intellectual ability can justifiably be given precedence over other forms of excellence , should not serious attempts be made to bring to the other forms the same degree of attention now being given to intellectual development ?
Page 365
Illuminating , too , is the recommendation that the person given the res- ponsibility for communicating with the public be called " Assistant Super- intendent " rather than " Public Relations Director .
Illuminating , too , is the recommendation that the person given the res- ponsibility for communicating with the public be called " Assistant Super- intendent " rather than " Public Relations Director .
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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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