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 277
... situations which will vary the demands made upon his skill ; at best , there can be a number of particular requirements to meet broadly assessed similarities of situation . Built into the very notion of teaching is the need to consider ...
... situations which will vary the demands made upon his skill ; at best , there can be a number of particular requirements to meet broadly assessed similarities of situation . Built into the very notion of teaching is the need to consider ...
Page 278
... situation in ways which affect conduct qualitatively ; and this is quite frequent in the consideration of " variables " in psychosocial phenomena , for the variables themselves are invested with subjective mean- ing and cannot be ...
... situation in ways which affect conduct qualitatively ; and this is quite frequent in the consideration of " variables " in psychosocial phenomena , for the variables themselves are invested with subjective mean- ing and cannot be ...
Page 299
... situation given for z = 4. In similar ways z = 9 and z = 12 can be embodied in quite natural ways . When the isomorphism between the two types of situations has been established , something has been abstracted from the two types of ...
... situation given for z = 4. In similar ways z = 9 and z = 12 can be embodied in quite natural ways . When the isomorphism between the two types of situations has been established , something has been abstracted from the two types of ...
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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