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 109
... position of work in the social system , we can excuse the few quick strokes devoted to this and look for more analysis of individual psychology . However , we find little beyond the suggestion that both work and leisure must be put into ...
... position of work in the social system , we can excuse the few quick strokes devoted to this and look for more analysis of individual psychology . However , we find little beyond the suggestion that both work and leisure must be put into ...
Page 285
... position on the left will be recog- nized as belonging to the same class of things as the one in the position on the right . Children almost invariably call squares in the first position diamonds , yet in the latter position they ...
... position on the left will be recog- nized as belonging to the same class of things as the one in the position on the right . Children almost invariably call squares in the first position diamonds , yet in the latter position they ...
Page 357
... position , i.e. , the finding that upon a second administration of the scales to the same subjects , lower anxiety scores were obtained . Interacting with the position effct was the factor of interval of time between the two ...
... position , i.e. , the finding that upon a second administration of the scales to the same subjects , lower anxiety scores were obtained . Interacting with the position effct was the factor of interval of time between the two ...
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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