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 215
... important developments but not as important as how education acted upon early American culture . Bailyn treats this problem almost as an afterthought and misses the most arresting fact of all - the persistence of tra- ditional education ...
... important developments but not as important as how education acted upon early American culture . Bailyn treats this problem almost as an afterthought and misses the most arresting fact of all - the persistence of tra- ditional education ...
Page 252
... important new feature of the Project TALENT data processing procedures is that by transferring the data from cards to magnetic tape the previous restriction on making comparisons only with an 80 column set of data is eliminated ...
... important new feature of the Project TALENT data processing procedures is that by transferring the data from cards to magnetic tape the previous restriction on making comparisons only with an 80 column set of data is eliminated ...
Page 259
... important in the development of new tests , no longer need be the drud- gery it once was . Computer programs are already available for this task.3 Another important tool in educational research is multiple factor analysis . This can now ...
... important in the development of new tests , no longer need be the drud- gery it once was . Computer programs are already available for this task.3 Another important tool in educational research is multiple factor analysis . This can now ...
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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