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 55
... instruction and learning under natural conditions where the objective is the improve- ment of instruction and not judgment of their own worth . Teachers with greater technical expertness are responsible for influencing the performance ...
... instruction and learning under natural conditions where the objective is the improve- ment of instruction and not judgment of their own worth . Teachers with greater technical expertness are responsible for influencing the performance ...
Page 476
... Instruction of the N.E.A. , Washington , D. C. , 1960. 80 pp . $ 1.50 . With this bibliography , the authors have performed a real service to re- searchers in the area of programmed instruction . The bibliography is divided into four ...
... Instruction of the N.E.A. , Washington , D. C. , 1960. 80 pp . $ 1.50 . With this bibliography , the authors have performed a real service to re- searchers in the area of programmed instruction . The bibliography is divided into four ...
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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 LIBRARIES STANFORD 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 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