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 113
... institutions with greater financial resources ? Are small colleges effi- cient operating units ? Wouldn't it be better for them to merge and consolidate their activities ? While the author is to be complimented for the frankness with ...
... institutions with greater financial resources ? Are small colleges effi- cient operating units ? Wouldn't it be better for them to merge and consolidate their activities ? While the author is to be complimented for the frankness with ...
Page 151
... institutions in New York as the University of the City of New York , Hamilton , and Geneva.26 Certainly the $ 358,000 in state grants and proceeds from state- authorized lotteries which Union College received largely underwrote the ...
... institutions in New York as the University of the City of New York , Hamilton , and Geneva.26 Certainly the $ 358,000 in state grants and proceeds from state- authorized lotteries which Union College received largely underwrote the ...
Page 459
... institutions - with some sharing of students ( gradu- ate and undergraduate ) and facilities — makes sense ( as in the case , possibly , of the Claremont complex ) . With such a variety of papers included in one volume , it is difficult ...
... institutions - with some sharing of students ( gradu- ate and undergraduate ) and facilities — makes sense ( as in the case , possibly , of the Claremont complex ) . With such a variety of papers included in one volume , it is difficult ...
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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