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 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