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 36
... teacher to achieve his own synthesis of the many disciplines contributing to teaching , and to analyze and improve his own teaching behavior , without systematic help from more experienced and expert professors and teachers who have ...
... teacher to achieve his own synthesis of the many disciplines contributing to teaching , and to analyze and improve his own teaching behavior , without systematic help from more experienced and expert professors and teachers who have ...
Page 53
... teaching , certain basic conditions in the schools must be adapted more closely to the needs of training . a . The schools must accept more direct responsibility for the training of teachers . If we look at the typical apprentice teaching ...
... teaching , certain basic conditions in the schools must be adapted more closely to the needs of training . a . The schools must accept more direct responsibility for the training of teachers . If we look at the typical apprentice teaching ...
Page 54
... teachers for supervisory duties , to choose those who have the reputation for being " good " teachers . " Good " teaching is a necessary , but not sufficient criterion , for many excellent teachers have little skill or ability to ...
... teachers for supervisory duties , to choose those who have the reputation for being " good " teachers . " Good " teaching is a necessary , but not sufficient criterion , for many excellent teachers have little skill or ability to ...
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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