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 42
A positive orientation toward the products of 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 ...
A positive orientation toward the products of 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 ...
Page 204
officers and built truant schools for special discipline and instruction . In 1878 the state put teeth in the law by depriving towns of the school fund allotment if they were lax in finding delinquents . The effect of such laws was hard ...
officers and built truant schools for special discipline and instruction . In 1878 the state put teeth in the law by depriving towns of the school fund allotment if they were lax in finding delinquents . The effect of such laws was hard ...
Page 388
One advantage of individual 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 ...
One advantage of individual 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 ...
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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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