Harvard Educational Review, Volume 24"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 275
Pupil change was determined by the mean gain in scores on an achievement test in U.S. History given before and after the teaching of a unit in that subject . Sixty - six high school teachers were studied .
Pupil change was determined by the mean gain in scores on an achievement test in U.S. History given before and after the teaching of a unit in that subject . Sixty - six high school teachers were studied .
Page 280
What is the relevance of " thrift , " even if there was general agreement among the raters as to exactly what this meant , to the criterion of pupil gain on an achievement test in the social studies ? G. SOCIAL ATTITUDES OF THE TEACHER ...
What is the relevance of " thrift , " even if there was general agreement among the raters as to exactly what this meant , to the criterion of pupil gain on an achievement test in the social studies ? G. SOCIAL ATTITUDES OF THE TEACHER ...
Page 281
This kind of learning is precisely that which is tested by subject matter achievement tests . The " considerate " teacher may be more concerned about other educa- tional objectives . The accumulation of information may be of only ...
This kind of learning is precisely that which is tested by subject matter achievement tests . The " considerate " teacher may be more concerned about other educa- tional objectives . The accumulation of information may be of only ...
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achievement activities American analysis appears attempt attitudes become behavior called child comparative competence concentration concept concerned conditioning considered continued course Court culture device direction discriminant discussion educational system effect evaluative example existence experience fact factors field function given graduate Harvard human important individual Indonesian intellectual interest involved kind learning less matter means measured ment methods nature objective observed organization pattern perhaps personality possible practical present principles probably problems produce pupils question reading reason reinforcement relation reported response scientific scores secondary school seemed sense social society Soviet teacher teaching theory tion United University York
Bibliographic information
| Title | Harvard Educational Review, Volume 24 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1968 |
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