Harvard Educational Review, Volume 31"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 86
... ( attensity ) on achieve- ment was measured in two ways . ... After being trained on one half , their performance on the non - trained half indicates how much the “ irrelevant " features of the experi- ment foster achievement .
... ( attensity ) on achieve- ment was measured in two ways . ... After being trained on one half , their performance on the non - trained half indicates how much the “ irrelevant " features of the experi- ment foster achievement .
Page 199
The rapid increase in the permanent school funds ( Table Six ) , resulting partly from the sale of public lands , created a public school endow- ment which eased the taxpayers ' burdens during the tight years of the slump.7 TABLE SIX ...
The rapid increase in the permanent school funds ( Table Six ) , resulting partly from the sale of public lands , created a public school endow- ment which eased the taxpayers ' burdens during the tight years of the slump.7 TABLE SIX ...
Page 240
ment for processing student records ; many others use service bureau facili- ties . It is estimated that machine procedures are economically feasible in colleges and universities with enrollments of 500 students or more .
ment for processing student records ; many others use service bureau facili- ties . It is estimated that machine procedures are economically feasible in colleges and universities with enrollments of 500 students or more .
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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 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
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributors | Harvard University. Graduate School of Education, Harvard Teachers Association |
| Publisher | Harvard University, 1961 |
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