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 46
formulation of aims in specific , concrete terms which are amenable to translation into operations to be performed by the student . Another practical difficulty of novice teachers is that much of their teaching has the characteristics ...
formulation of aims in specific , concrete terms which are amenable to translation into operations to be performed by the student . Another practical difficulty of novice teachers is that much of their teaching has the characteristics ...
Page 84
Attensity : Factors of Specific Set in School Learning Doris R. Entwisle's interest in the psy- chological basis of schooling and in the methodology of educational experi- ments is reflected in this article . She reports and discusses ...
Attensity : Factors of Specific Set in School Learning Doris R. Entwisle's interest in the psy- chological basis of schooling and in the methodology of educational experi- ments is reflected in this article . She reports and discusses ...
Page 97
Since the P - group performed better on unexposed material than the C - group , some of the R - group superiority must be owing to the non - specific attensity procedures common to the treatments of the P and R - groups .
Since the P - group performed better on unexposed material than the C - group , some of the R - group superiority must be owing to the non - specific attensity procedures common to the treatments of the P and R - groups .
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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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