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 |
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Page 167
... understanding consistent with high standards of accomplishment and that they will satisfy the demands of reasonably accurate comparative measurement and evaluation . Probably best comparable data would be obtained where teachers were ...
... understanding consistent with high standards of accomplishment and that they will satisfy the demands of reasonably accurate comparative measurement and evaluation . Probably best comparable data would be obtained where teachers were ...
Page 216
... understanding of education , we can neither conceive of nor apply the non - speculative knowledge of beneficent production and distribution ( not of the non - profiting sort but excluding profiteering ) ; the science of intelligently ...
... understanding of education , we can neither conceive of nor apply the non - speculative knowledge of beneficent production and distribution ( not of the non - profiting sort but excluding profiteering ) ; the science of intelligently ...
Page 321
... understanding and appreciation . If the pupils in our public schools intelligently appreciate music , then their physical , emotional , and intellectual responses have been integrated through music and they will have a fuller understanding ...
... understanding and appreciation . If the pupils in our public schools intelligently appreciate music , then their physical , emotional , and intellectual responses have been integrated through music and they will have a fuller understanding ...
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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
Bibliographic information
| Title | Harvard Educational Review, Volume 13 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1943 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
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