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 91
... mean difference . This standard error for any pair of means , each involving 50 Ss , is 0.309 . The t - tests are summarized in Table 3 . TABLE 3 . Interaction of Exposure x Training ( Means for 50 Ss ) Control Half A Exposed 1 ) 16.3 ...
... mean difference . This standard error for any pair of means , each involving 50 Ss , is 0.309 . The t - tests are summarized in Table 3 . TABLE 3 . Interaction of Exposure x Training ( Means for 50 Ss ) Control Half A Exposed 1 ) 16.3 ...
Page 330
... mean low control over means and goals along with high stimulation of group procedures ( for defining goals and means ) ; autocratic leadership will assume high control of goals and means , with low stimulation of group procedures ; and ...
... mean low control over means and goals along with high stimulation of group procedures ( for defining goals and means ) ; autocratic leadership will assume high control of goals and means , with low stimulation of group procedures ; and ...
Page 435
... means , not ends , by which corporeal ex- istence may be explained ( as contrasted with personal existence ) . Logical positivism may explain the laws of physics . I regard scientific empiricism as a means to the understanding of the ...
... means , not ends , by which corporeal ex- istence may be explained ( as contrasted with personal existence ) . Logical positivism may explain the laws of physics . I regard scientific empiricism as a means to the understanding of the ...
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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