Harvard Educational Review, Volume 39Howard Eugene Wilson Harvard University, 1969 "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 3
... achievement gap between " mi- nority ” and “ majority " pupils - has been utterly unrealized in any of the large compensatory education programs that have been evaluated so far . On the basis of a nationwide survey and evaluation of ...
... achievement gap between " mi- nority ” and “ majority " pupils - has been utterly unrealized in any of the large compensatory education programs that have been evaluated so far . On the basis of a nationwide survey and evaluation of ...
Page 4
... achievement . The common emphasis on gains in IQ is prob- ably attributable to the fact that it can be more efficiently " measured " than scholastic achievement , especially if there is no specific " achievement " to begin with . The IQ ...
... achievement . The common emphasis on gains in IQ is prob- ably attributable to the fact that it can be more efficiently " measured " than scholastic achievement , especially if there is no specific " achievement " to begin with . The IQ ...
Page 58
... Achievement . The heritability of measures of scholastic achievement is much less , on the average , than the heritability of intelligence . In reviewing all the twin studies in the literature containing relevant data , I con- cluded ...
... Achievement . The heritability of measures of scholastic achievement is much less , on the average , than the heritability of intelligence . In reviewing all the twin studies in the literature containing relevant data , I con- cluded ...
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American analysis ARTHUR Arthur Jensen assortative mating average B. F. Skinner basic behavior child classroom cognitive College compensatory education component concept correlation cultural curriculum Dewey disadvantaged children discussion distribution educa effects environment environmental factors epistasis estimate evidence experience fact families function gains genes genetic factors genotype Harvard Educational Review Heidegger heredity heritability human important individual differences intellectual intelligence test interaction involved IQ tests issues Jensen learning LEROY F MARTIN DEUTSCH mean IQ measure ment mental abilities MZ twins Negro normal normal distribution parents percent persons phenotypic Piaget political population preschool present problems Professor Jensen's programs psychological psychometric question race racial reading reported role siblings social class society Stanford-Binet structure studies teachers teaching test scores theory tion traditional twin studies twins reared UNIVERSITY OF CALIFORNIA variables variance York