Harvard Educational Review, Volume 8Howard Eugene Wilson Harvard University, 1938 "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 47
... course ? What can be accomplished in such a course which is not already being done in other courses or in other departments ? How would the modern social problems course differ from the problems of democracy courses of eight or ten ...
... course ? What can be accomplished in such a course which is not already being done in other courses or in other departments ? How would the modern social problems course differ from the problems of democracy courses of eight or ten ...
Page 55
... course in Flint has been an elective one . Beginning this spring , the course will be a required one for students in the general curriculum , as well as for students in the commercial , industrial , and home economic curriculums . This ...
... course in Flint has been an elective one . Beginning this spring , the course will be a required one for students in the general curriculum , as well as for students in the commercial , industrial , and home economic curriculums . This ...
Page 233
... courses in Italian literature with a special course on Dante's Divine Comedy . In addition , there are thrown in a course on world literature and a course on comparative literature of the Middle Ages . Now let us see what this well ...
... courses in Italian literature with a special course on Dante's Divine Comedy . In addition , there are thrown in a course on world literature and a course on comparative literature of the Middle Ages . Now let us see what this well ...
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ability academic activities administration American Association attempt become better boys called Committee concerned continue cooperation course curriculum democracy direct discussion economic effective English example experience fact Federal field give given guidance Harvard high school human important included individual institutions intelligence interest Italy language learning less limited living material matter means ment mental methods Michigan nature needs objective organization period political possible practice preparation present problems Professor pupils questions radio reading reason relations Report responsibility secondary seems selection social society suggest teachers teaching tests tion understanding United University vision vocational whole York youth