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 |
From inside the book
Results 1-3 of 84
Page 19
... ideas , and when we can use this new understanding to pro- mote the individual student's mastery of information and ideas with greater efficiency , then all other problems of education will become secondary to the wise exploitation of ...
... ideas , and when we can use this new understanding to pro- mote the individual student's mastery of information and ideas with greater efficiency , then all other problems of education will become secondary to the wise exploitation of ...
Page 20
... ideas with their prior standards of work and judgment , and arrive at a personal sense of satisfaction that the new ways are in fact an improvement . Conversely , only when teachers participate in the process of evaluation can they feel ...
... ideas with their prior standards of work and judgment , and arrive at a personal sense of satisfaction that the new ways are in fact an improvement . Conversely , only when teachers participate in the process of evaluation can they feel ...
Page 363
... ideas ) ; and Bk . IV , ch . xii ( morality as the proper study of man- kind ) . On innovation , see Bk . II , ch . xxiv ( ideas of artificial things ) ; Bk . II , ch . xxx ( liberty of man's mind in constructing com- plex ideas ...
... ideas ) ; and Bk . IV , ch . xii ( morality as the proper study of man- kind ) . On innovation , see Bk . II , ch . xxiv ( ideas of artificial things ) ; Bk . II , ch . xxx ( liberty of man's mind in constructing com- plex ideas ...
Other editions - View all
Common terms and phrases
action administrative American analysis analytic Appian authors behavior cation child Cicero classroom cognitive College concept concerned counselor creative criteria critical culture curriculum discussion English evaluation example experience fact Freedom School function GEORGE BOYD grammar guidance HARVARD EDUCATIONAL REVIEW Harvard University high school Hospers human humanitas ideas important Indian Indian English individual insight institutions intellectual issues knowledge KWIC language learning linguistic description logical meaning ment moral National nature paper patterns philosophy Plato political present principles problems Professor psychology question reading relationship response retrieval rhetoric role rule Scheffler school phobia semantic sense sentences social society structure sub-self tagmemic teacher teaching techniques theory tion tional tradition transformational transformational grammar Univ University UNIVERSITY OF CALIFORNIA University of Pittsburgh Winnetka words York