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 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
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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