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 43
... preparation for teaching on the pre - collegiate level . Students who have majored in English , for example , have seldom studied composition seriously , and their last ex- perience in this area may have been a distasteful one during ...
... preparation for teaching on the pre - collegiate level . Students who have majored in English , for example , have seldom studied composition seriously , and their last ex- perience in this area may have been a distasteful one during ...
Page 252
... preparation . Not only is it necessary to define the objectives clearly and to prepare comprehensive lists of the data being collected , as well as the various steps to be followed in the analysis and reporting , but it is also ...
... preparation . Not only is it necessary to define the objectives clearly and to prepare comprehensive lists of the data being collected , as well as the various steps to be followed in the analysis and reporting , but it is also ...
Page 256
... prepared as part of the printed output . In Project TALENT it is planned that students be followed up one , five , ten , and twenty years after graduation from high school . Two features of the new computer should greatly facilitate ...
... prepared as part of the printed output . In Project TALENT it is planned that students be followed up one , five , ten , and twenty years after graduation from high school . Two features of the new computer should greatly facilitate ...
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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