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 |
From inside the book
Results 1-3 of 77
Page 36
... teaching are a wide range of value premises and value conflicts . Teaching requires highly specialized knowledge as well as specialized methods of presentation dictated by the nature of the knowledge selected , the essentials of ...
... teaching are a wide range of value premises and value conflicts . Teaching requires highly specialized knowledge as well as specialized methods of presentation dictated by the nature of the knowledge selected , the essentials of ...
Page 49
... teaching , to the relative exclusion of the acts required of the student , and process of learning . Ignored , then , are many of the difficult and often routine aspects of teaching ... teaching and calling them " Practice in Teaching 49.
... teaching , to the relative exclusion of the acts required of the student , and process of learning . Ignored , then , are many of the difficult and often routine aspects of teaching ... teaching and calling them " Practice in Teaching 49.
Page 51
... teaching , though it may provide a focus around which the rest of the teaching process is organized . The " total artist " implied by the artistic analogy is imaginary . Teachers who have real talent in one or another direction may be ...
... teaching , though it may provide a focus around which the rest of the teaching process is organized . The " total artist " implied by the artistic analogy is imaginary . Teachers who have real talent in one or another direction may be ...
Other editions - View all
Common terms and phrases
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