Harvard Educational Review, Volume 13Howard Eugene Wilson Harvard University, 1943 "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 55
Page 11
... significant , even though each difference between adjacent categories was by itself non - significant . To multiply examples of this fallacy would require only a casual inspection of the experimental literature in education . Yet the ...
... significant , even though each difference between adjacent categories was by itself non - significant . To multiply examples of this fallacy would require only a casual inspection of the experimental literature in education . Yet the ...
Page 73
... significant whereas none of the positive differences is statistically significant , and since both summary values - for all schools , and for all in which only the 11th grade was used - were statistically significant , we must conclude ...
... significant whereas none of the positive differences is statistically significant , and since both summary values - for all schools , and for all in which only the 11th grade was used - were statistically significant , we must conclude ...
Page 174
... significance of experimental outcome . A value of P less than .05 would have been considered significant , and one less than .01 highly significant . But no values so small as these were found . Thus the results from separate schools ...
... significance of experimental outcome . A value of P less than .05 would have been considered significant , and one less than .01 highly significant . But no values so small as these were found . Thus the results from separate schools ...
Other editions - View all
Common terms and phrases
activity answer become called child China Chinese College Committee compared concept course cultural definition democracy desirable difference direct discussion effective English experiment fact field function gain German give given Harvard High School higher human ideas important indicated individual institutions interest knowledge language Latin American Latin American music learning less literature living material matter means method mind motivation nature objectives organization period planning political possible practical present principles problem Professor pupils questions reason recordings reference relations responses result schools significant social society Spanish statement teacher teaching textbook things thinking tion understanding United University whole York