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 229
... become even more specialized than they are now in order that they might be more limited in their educational role and , consequently , so that the local community might become more effective and es- tablish its own complementary ...
... become even more specialized than they are now in order that they might be more limited in their educational role and , consequently , so that the local community might become more effective and es- tablish its own complementary ...
Page 231
... become evident , and it would become necessary to reestablish schools with their specialized tasks , their authorized leaders , and their institutionally differentiated roles . It also seems impossible to question the propositon that ...
... become evident , and it would become necessary to reestablish schools with their specialized tasks , their authorized leaders , and their institutionally differentiated roles . It also seems impossible to question the propositon that ...
Page 240
... become public schools , on grounds , moreover , which will constitute a substantial reinforcement of aggre- gate values at the expense of the distributive values implicit in " child - benefit . ” I would not , therefore , expect the ...
... become public schools , on grounds , moreover , which will constitute a substantial reinforcement of aggre- gate values at the expense of the distributive values implicit in " child - benefit . ” I would not , therefore , expect the ...
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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