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 26
Page 19
ceived from this marvelous device . " With such a partial truth at hand , each student is free to find his own equilibrium in that most personal of all balances between what one ascribes to oneself and what one at- tributes to the ...
ceived from this marvelous device . " With such a partial truth at hand , each student is free to find his own equilibrium in that most personal of all balances between what one ascribes to oneself and what one at- tributes to the ...
Page 95
If the teacher is to take advantage of recent advances in the study of learning , she must have the help of mechanical devices . The technical problem of providing the necessary instrumental aid is not particularly difficult .
If the teacher is to take advantage of recent advances in the study of learning , she must have the help of mechanical devices . The technical problem of providing the necessary instrumental aid is not particularly difficult .
Page 96
reinforcers in the possession of the teacher or school may be made contingent upon the operation of the device or upon progress through a series of problems . Supplemental reinforcement would not sacrifice the advantages gained from ...
reinforcers in the possession of the teacher or school may be made contingent upon the operation of the device or upon progress through a series of problems . Supplemental reinforcement would not sacrifice the advantages gained from ...
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