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 19
... possible alternatives in kinds of learning . Level Knowing Believing Non - acceptance Non - awareness KINDS OF LEARNING 38 ( ' Kinds ' is here defined as the combination of Level and Type . ) Types Propositional Information Skills ...
... possible alternatives in kinds of learning . Level Knowing Believing Non - acceptance Non - awareness KINDS OF LEARNING 38 ( ' Kinds ' is here defined as the combination of Level and Type . ) Types Propositional Information Skills ...
Page 239
... possible cross- classifications of the data are seriously limited . If basic items of information are being ... possible many additional cross - classifications . It would be possible to show , for example , relationships between ...
... possible cross- classifications of the data are seriously limited . If basic items of information are being ... possible many additional cross - classifications . It would be possible to show , for example , relationships between ...
Page 252
... possible to punch answers to more than 700 questions in terms of choices selected on the remaining three answer sheets . Thus , all of the students ' responses were scored and punched directly from the answer sheets marked by the ...
... possible to punch answers to more than 700 questions in terms of choices selected on the remaining three answer sheets . Thus , all of the students ' responses were scored and punched directly from the answer sheets marked by 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