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 88
... problem solving , various types of self - control , and the subsidiary systems of re- sponses within a single organism called " personalities . " Some of these are exemplified in what we call multiple schedules of reinforcement .
... problem solving , various types of self - control , and the subsidiary systems of re- sponses within a single organism called " personalities . " Some of these are exemplified in what we call multiple schedules of reinforcement .
Page 110
Yet , if they complained , they would be called undemocratic and bigoted , just as the teacher whom I have quoted would be called undemocratic or old - fashioned if she complained . Understandably , many public school teachers become ...
Yet , if they complained , they would be called undemocratic and bigoted , just as the teacher whom I have quoted would be called undemocratic or old - fashioned if she complained . Understandably , many public school teachers become ...
Page 242
... these were travelling holy men and teachers ( usually called guru ) , shamans , and later , Muslim scholastics ( called kiajih , sjech , or ulama ) giving instruction to the untutored village folk in the intricacies of Koran ...
... these were travelling holy men and teachers ( usually called guru ) , shamans , and later , Muslim scholastics ( called kiajih , sjech , or ulama ) giving instruction to the untutored village folk in the intricacies of Koran ...
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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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