Harvard Educational Review, Volume 35Howard Eugene Wilson Harvard University, 1965 "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 25
... children is often very unsystem- atic and non - cumulative , while school learning must be systematic and cumulative if it is to have value . 2. Children's curiosity may be very immediate and very easily satisfied , and the child may ...
... children is often very unsystem- atic and non - cumulative , while school learning must be systematic and cumulative if it is to have value . 2. Children's curiosity may be very immediate and very easily satisfied , and the child may ...
Page 403
... child . In presenting these materials as structured learning episodes , the teacher is warned against describing the object as an accumula- tion of facts , details and images , on the assumption that from all this the child will be able ...
... child . In presenting these materials as structured learning episodes , the teacher is warned against describing the object as an accumula- tion of facts , details and images , on the assumption that from all this the child will be able ...
Page 537
... children , and the younger the child is the louder we talk . " ( p . 6 ) This statement is about as correct as , " We have assumed that children hate to learn essentially be- cause most children have disliked or even despised school ...
... children , and the younger the child is the louder we talk . " ( p . 6 ) This statement is about as correct as , " We have assumed that children hate to learn essentially be- cause most children have disliked or even despised school ...
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