Harvard Educational Review, Volume 14Howard Eugene Wilson Harvard University, 1944 "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
... ment , scoring each student by assigning to him the median of the num- bers attached to the statements he endorsed . Thus a high score was one favorable to Hitler , and vice versa . The following statements and their scoring weights ...
... ment , scoring each student by assigning to him the median of the num- bers attached to the statements he endorsed . Thus a high score was one favorable to Hitler , and vice versa . The following statements and their scoring weights ...
Page 52
... ment itself establishes the field : By the way the tones are actually moving in a piece of music , they reveal to the listener the specific field just in power ; or a change of field , the establishing of a new one . Without move- ment ...
... ment itself establishes the field : By the way the tones are actually moving in a piece of music , they reveal to the listener the specific field just in power ; or a change of field , the establishing of a new one . Without move- ment ...
Page 179
... ment to the Constitution which gives the control and administration of education to the federal government - an amendment I see no likelihood of being adopted in the early future - the best method of cooperation between the federal ...
... ment to the Constitution which gives the control and administration of education to the federal government - an amendment I see no likelihood of being adopted in the early future - the best method of cooperation between the federal ...
Contents
ARTICLES AND AUTHORS | 12 |
Liberal Education in the Postwar College | 38 |
LILGE FRITZ 5966 | 59 |
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academic activities adult American history anxiety armed forces Army arts attitude basic Black Legend camps cation Center citizens Civic Fellowships classroom collective security Committee concerned coöperation courses cultural curriculum democracy discussion economic educa effect English established experience fact federal government field films function German Harvard University high school Hitler human I. A. Richards important individual institutions instruction interest Irwin Edman John Dewey junior college knowledge labor service large number Latin American Latin American music learning liberal education living means ment methods military modern naval Navy Nazi O. H. Mowrer officers organization persons philosophy phonograph postwar practice present problems pupils responsibility result schools and colleges selected semantics skills social teacher teaching materials tion tional ULICH understanding United veterans vocational vocational education Wealth of Nations York youth