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 11
... involved ) to come to believe that he did . Similarly , to learn that one ought to be honest is to come to believe that one ought to , [ sic . ] ( whatever else is involved , [ sic . ] — in this case , at least acquisition of the norm ) ...
... involved ) to come to believe that he did . Similarly , to learn that one ought to be honest is to come to believe that one ought to , [ sic . ] ( whatever else is involved , [ sic . ] — in this case , at least acquisition of the norm ) ...
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 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 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