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 42
... instruction must be developed : " Where do the students stand now , and what are the next steps in their development ? " , rather than the negative , pessimistic , and blaming attitude so frequently heard , " Why these students can't ...
... instruction must be developed : " Where do the students stand now , and what are the next steps in their development ? " , rather than the negative , pessimistic , and blaming attitude so frequently heard , " Why these students can't ...
Page 204
... instruction in the classics and in the living modern languages in these schools as in the nature not of practical and therefore necessary instruction for the benefit of the people at large , but rather as accomplishments for the few ...
... instruction in the classics and in the living modern languages in these schools as in the nature not of practical and therefore necessary instruction for the benefit of the people at large , but rather as accomplishments for the few ...
Page 388
... instruction is that the student is able to follow a program without breaks or omissions . A member of a class moving at ap- proximately the same rate cannot always make up for absences , and limita- tions of contact time between student ...
... instruction is that the student is able to follow a program without breaks or omissions . A member of a class moving at ap- proximately the same rate cannot always make up for absences , and limita- tions of contact time between student ...
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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