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 62
... pupils is that of the low - ability blind . It is conceivable that the policy of limiting classes to ten or twelve pupils enables teachers to plan work to the mutual advantage of both medium and superior pupils . But the most perplexing ...
... pupils is that of the low - ability blind . It is conceivable that the policy of limiting classes to ten or twelve pupils enables teachers to plan work to the mutual advantage of both medium and superior pupils . But the most perplexing ...
Page 64
... pupils without sight . Pupils attend these Braille classes during the day , but live at home in the normal social environment of the family . It is supposed that on gradua- tion they will enter the community with social habits and ...
... pupils without sight . Pupils attend these Braille classes during the day , but live at home in the normal social environment of the family . It is supposed that on gradua- tion they will enter the community with social habits and ...
Page 254
... pupils who were retarded a year or more in reading , regardless of intelligence quotients . The selected pupils were withdrawn from their regular English classes and organized into groups of five pupils or less so that they might ...
... pupils who were retarded a year or more in reading , regardless of intelligence quotients . The selected pupils were withdrawn from their regular English classes and organized into groups of five pupils or less so that they might ...
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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