Harvard Educational Review, Volume 31"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 61
What precisely is the relation of McGuffey's Readers to this society in which they flourished ? Did they criticize it , idealize it , ignore it , lead it , follow it ? If we can first examine the Readers and then analyze this nineteenth ...
What precisely is the relation of McGuffey's Readers to this society in which they flourished ? Did they criticize it , idealize it , ignore it , lead it , follow it ? If we can first examine the Readers and then analyze this nineteenth ...
Page 71
Reading the McGuffey Readers tempts one to point one's own moral . The dangers of McGuffey's concept of education remain with us though the Readers themselves have vanished . Hopefully , they may serve to remind us that what we want our ...
Reading the McGuffey Readers tempts one to point one's own moral . The dangers of McGuffey's concept of education remain with us though the Readers themselves have vanished . Hopefully , they may serve to remind us that what we want our ...
Page 384
Teaching reading " is always directed toward setting up specific items in such a repertoire . It is true that parts of the repertoire are not independent . A student may acquire some kinds of responses more readily for having acquired ...
Teaching reading " is always directed toward setting up specific items in such a repertoire . It is true that parts of the repertoire are not independent . A student may acquire some kinds of responses more readily for having acquired ...
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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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