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 |
From inside the book
Results 1-3 of 24
Page 147
marked but rather superficial comparative techniques , though for the most part he fails to make any direct comparisons or elicit principles common to the systems of the nations he describes . But what is perhaps most noteworthy ...
marked but rather superficial comparative techniques , though for the most part he fails to make any direct comparisons or elicit principles common to the systems of the nations he describes . But what is perhaps most noteworthy ...
Page 148
began to develop in the United States and Europe during World War I , ( 23 , p . vii ) found its expression in a reappearance of reports and studies regarding foreign education - some of them of marked comparative quali- ties .
began to develop in the United States and Europe during World War I , ( 23 , p . vii ) found its expression in a reappearance of reports and studies regarding foreign education - some of them of marked comparative quali- ties .
Page 156
Scarcely has an attack been made15 ( with a cooperative pooling of the world's comparative research re- sources ) on the fundamental educational problems facing most of the nations of the world - the problems of educational ...
Scarcely has an attack been made15 ( with a cooperative pooling of the world's comparative research re- sources ) on the fundamental educational problems facing most of the nations of the world - the problems of educational ...
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
Common terms and phrases
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 |
| Export Citation | BiBTeX EndNote RefMan |