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 17
... method of teaching and testing . As Kilpatrick argued long ago , the problem of method , in its wider scope , is both how to isolate items to be learned and how to adjust and recognize the totality of the learnings that go on in the ...
... method of teaching and testing . As Kilpatrick argued long ago , the problem of method , in its wider scope , is both how to isolate items to be learned and how to adjust and recognize the totality of the learnings that go on in the ...
Page 102
... methods , which simply add to the student's store of information . What is needed is a teaching approach that treats the process of perception . The author has developed a " free group discussion method , " modeled after techniques of ...
... methods , which simply add to the student's store of information . What is needed is a teaching approach that treats the process of perception . The author has developed a " free group discussion method , " modeled after techniques of ...
Page 445
... methods ... give no striking evidence of superiority over other teaching methods . This finding perhaps should have punctured the inflated claims made for the unit method by early proponents ; actually it did not . In fact , the ...
... methods ... give no striking evidence of superiority over other teaching methods . This finding perhaps should have punctured the inflated claims made for the unit method by early proponents ; actually it did not . In fact , 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