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 2
... learning situations.2 Such " types " of learnings may occur on one or more of several " levels " of accomplishment . For instance , I may learn without an awareness that I have learned ( so obviously , without knowing that I have ...
... learning situations.2 Such " types " of learnings may occur on one or more of several " levels " of accomplishment . For instance , I may learn without an awareness that I have learned ( so obviously , without knowing that I have ...
Page 17
... learning will take place . He may teach in a way that would permit evaluation on Level ' K , ' but ( through administrative necessity or otherwise ) may restrict his evaluation of learning outcomes to that of Level ' B. ' And so the ...
... learning will take place . He may teach in a way that would permit evaluation on Level ' K , ' but ( through administrative necessity or otherwise ) may restrict his evaluation of learning outcomes to that of Level ' B. ' And so the ...
Page 19
... learning of attitudes and the learning of values , etc. And this is a strange paradox ; for though our evaluation and satisfaction with outcomes in education is generally ( unknowingly ) restricted to the level of belief learning , it ...
... learning of attitudes and the learning of values , etc. And this is a strange paradox ; for though our evaluation and satisfaction with outcomes in education is generally ( unknowingly ) restricted to the level of belief learning , it ...
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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