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 164
... secondary importance , being largely of the ornamental sort expected of a turn - of - the - century gentleman . The curriculum was heavily weighted with classical and modern languages , with some science and mathe- matics , and only at ...
... secondary importance , being largely of the ornamental sort expected of a turn - of - the - century gentleman . The curriculum was heavily weighted with classical and modern languages , with some science and mathe- matics , and only at ...
Page 208
... secondary schools and colleges , and to improve instruction in the high schools by accreditation and by better en- trance examinations . The U.S. Commissioner of Education pointed out in 1873 that the competition of second - rate ...
... secondary schools and colleges , and to improve instruction in the high schools by accreditation and by better en- trance examinations . The U.S. Commissioner of Education pointed out in 1873 that the competition of second - rate ...
Page 209
... secondary education by admitting without examination students from ac- credited high schools . Foreshadowing a more concerted effort during the 1890's , when committees of the N.E.A. revised the secondary school cur- riculum , colleges ...
... secondary education by admitting without examination students from ac- credited high schools . Foreshadowing a more concerted effort during the 1890's , when committees of the N.E.A. revised the secondary school cur- riculum , colleges ...
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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