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 18
... involved in these activities , the teacher who so describes the learning process often does not under- stand the nature of the experiences involved in memorizing , getting knowledge , or acquiring skill . Many of the unfortunate ...
... involved in these activities , the teacher who so describes the learning process often does not under- stand the nature of the experiences involved in memorizing , getting knowledge , or acquiring skill . Many of the unfortunate ...
Page 292
... involved , any abstrac- tions involved in the construction of their elements must be assumed to have taken place , the isomorphism between the two relevant classes must be re- alized , this being an advanced form of the abstraction ...
... involved , any abstrac- tions involved in the construction of their elements must be assumed to have taken place , the isomorphism between the two relevant classes must be re- alized , this being an advanced form of the abstraction ...
Page 390
... involved . Consider , for example , a labeled picture . To say that such an instructional device " tells the student the name of the pictured object " is highly elliptical - and dangerous if we are trying to understand the processes ...
... involved . Consider , for example , a labeled picture . To say that such an instructional device " tells the student the name of the pictured object " is highly elliptical - and dangerous if we are trying to understand the processes ...
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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