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 12
... question about what I have learned.20 There is , then , on my view , neither a correct - statement nor a pertinent- question capacity necessarily attached to propositional learning ( and we do not have to exclude the capacity for ...
... question about what I have learned.20 There is , then , on my view , neither a correct - statement nor a pertinent- question capacity necessarily attached to propositional learning ( and we do not have to exclude the capacity for ...
Page 279
... question ; what , in fact , it is likely to mean to a typical question- naire - solver to be faced by questions of the conventional type for informa- tion - finding . One point which might become clear as a result of an attempt to ...
... question ; what , in fact , it is likely to mean to a typical question- naire - solver to be faced by questions of the conventional type for informa- tion - finding . One point which might become clear as a result of an attempt to ...
Page 343
... questions about equipment and methodology . A. B. Gardner ( U. S. Office of Education ) attempts an answer to the question of how the teacher's time may be most effectively used in the laboratory . It is his contention that everything ...
... questions about equipment and methodology . A. B. Gardner ( U. S. Office of Education ) attempts an answer to the question of how the teacher's time may be most effectively used in the laboratory . It is his contention that everything ...
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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