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 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