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 367
... learning about pupils in terms of their basic abilities , skills , aptitudes , and attitudes . It is not possible to do much more than mention some of the various types of devices , tests , and procedures of proven value in learning ...
... learning about pupils in terms of their basic abilities , skills , aptitudes , and attitudes . It is not possible to do much more than mention some of the various types of devices , tests , and procedures of proven value in learning ...
Page 498
... learning situation . The goal we should be seeking is not one type of education for pupils of rapid learning rates and another for slow learners , but richer and more varied opportunities for all . Teachers of special classes for gifted ...
... learning situation . The goal we should be seeking is not one type of education for pupils of rapid learning rates and another for slow learners , but richer and more varied opportunities for all . Teachers of special classes for gifted ...
Page 538
... Learning through Experience . By Henrietta V. Race . Boston : Ginn and Company , 1938 . viii + 384 pages . $ 2.00 . THERE is genuine need for someone to write a simple book on psychology which will indicate to school teachers the ...
... Learning through Experience . By Henrietta V. Race . Boston : Ginn and Company , 1938 . viii + 384 pages . $ 2.00 . THERE is genuine need for someone to write a simple book on psychology which will indicate to school teachers the ...
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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