Harvard Educational Review, Volume 22"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 34
Probably there shall always be certain institutions attended pre- dominantly by Negroes or whites , as is the case in other sections of the country . But the rigidity of enforced isolation and official segregation will be steadily ...
Probably there shall always be certain institutions attended pre- dominantly by Negroes or whites , as is the case in other sections of the country . But the rigidity of enforced isolation and official segregation will be steadily ...
Page 38
Legislatures have appropriated for the present academic year $ 1,500,000 to be shared by sixteen institutions providing the educational services ( 4 ) . The central staff of the Board has an annual oper- ating budget in excess of ...
Legislatures have appropriated for the present academic year $ 1,500,000 to be shared by sixteen institutions providing the educational services ( 4 ) . The central staff of the Board has an annual oper- ating budget in excess of ...
Page 46
If the net result is merely to enable institutions to hold their own and perhaps broaden their selection of students , the great promise of the regional plan will not have been met . ( 5 ) Will students return to their native states to ...
If the net result is merely to enable institutions to hold their own and perhaps broaden their selection of students , the great promise of the regional plan will not have been met . ( 5 ) Will students return to their native states to ...
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action activities administrative American amount become Board called cation cent child cities Committee competence concerned considerable considered courses cultural curriculum discussion economic educa effect elementary established evaluation existing experience fact function grade Harvard higher human ideas important included individual institutions interest issue knowledge learning less living matter means measure ment merit method nature needs objectives observed organized period position possible practice preparation present principle problem profession professional proficiency pupils question reason regional relation relationship responsibility result salary schedule scores seems selected social society South Southern standards teachers teaching theory tion University values York
Bibliographic information
| Title | Harvard Educational Review, Volume 22 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1952 |
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