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 110
Now , she continued , parents are allowed to complain that the work is not interesting , or that it takes too much time . This new accessibility is regarded as democratic , and the new principal regards himself as democratic ...
Now , she continued , parents are allowed to complain that the work is not interesting , or that it takes too much time . This new accessibility is regarded as democratic , and the new principal regards himself as democratic ...
Page 171
... of students who continued to be admitted free , 2 but along with other accompanying measures they had the effect of limiting the educational opportunities of the great mass of Soviet youth to seven years of general education .
... of students who continued to be admitted free , 2 but along with other accompanying measures they had the effect of limiting the educational opportunities of the great mass of Soviet youth to seven years of general education .
Page 253
Another colonial problem plagues the new educational establishment of Indonesia , and that is the continued social alienation of its better graduates . However , this alienation has taken on a slightly different character .
Another colonial problem plagues the new educational establishment of Indonesia , and that is the continued social alienation of its better graduates . However , this alienation has taken on a slightly different character .
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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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