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 29
The " Fugitives " advocated a society in which the agricultural population would dominate all aspects of regional life and in which the eco- nomy would be free of outside con- trol ( 32 ) . Unfortunately for their cause , when the ...
The " Fugitives " advocated a society in which the agricultural population would dominate all aspects of regional life and in which the eco- nomy would be free of outside con- trol ( 32 ) . Unfortunately for their cause , when the ...
Page 46
These represent intra - state interests and pressures and do not necessarily fit into the plan for development of selected regional centers of high rank . ( 3 ) A serious question may be raised about the breadth of the base of ...
These represent intra - state interests and pressures and do not necessarily fit into the plan for development of selected regional centers of high rank . ( 3 ) A serious question may be raised about the breadth of the base of ...
Page 47
present progress represents momen- tum in the direction of future achieve- ment , the regional program's possibili- ties for far - reaching future develop- ment in the Southern region are more probable than unlikely of fulfillment .
present progress represents momen- tum in the direction of future achieve- ment , the regional program's possibili- ties for far - reaching future develop- ment in the Southern region are more probable than unlikely of fulfillment .
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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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