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 17
... interest that the teacher may have in Level ' K ' is less reinforced than the student's interest in Level ' B. ' Indeed , the testing may entirely miss both the learning that the teacher desires , the learning that the teacher thinks he ...
... interest that the teacher may have in Level ' K ' is less reinforced than the student's interest in Level ' B. ' Indeed , the testing may entirely miss both the learning that the teacher desires , the learning that the teacher thinks he ...
Page 139
... interests , too , will draw the new historian of education into his wider professional commitment . Some will be based ... interest a large audience in his story , the result of exciting searches and wide professional interests . In turn ...
... interests , too , will draw the new historian of education into his wider professional commitment . Some will be based ... interest a large audience in his story , the result of exciting searches and wide professional interests . In turn ...
Page 387
... interest . ( The interest , incidentally , outlasts any effect of novelty . Novelty may be relevant to interest , but the material in the machine is always novel . ) Where current instructional procedures are highly efficient , the gain ...
... interest . ( The interest , incidentally , outlasts any effect of novelty . Novelty may be relevant to interest , but the material in the machine is always novel . ) Where current instructional procedures are highly efficient , the gain ...
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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