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 120
What is more important here is the direction in which a given society is traveling . Is it proceeding from a smaller to a larger measure of democratic behavior patterns , or vice versa ? It is the term " direction " which needs to be ...
What is more important here is the direction in which a given society is traveling . Is it proceeding from a smaller to a larger measure of democratic behavior patterns , or vice versa ? It is the term " direction " which needs to be ...
Page 148
... real definition and consummation in I. L. Kandel's great work , Comparative Education , in 1933 , a study which was to lend the development of comparative studies a sense of direction and a standard of excellence as yet unequalled .
... real definition and consummation in I. L. Kandel's great work , Comparative Education , in 1933 , a study which was to lend the development of comparative studies a sense of direction and a standard of excellence as yet unequalled .
Page 235
Note that a moralist is either a reformer— i.e. , a person who is encouraging people's attitudes ( and consequent actions ) to go in a different direction from the usual one - or else he's a conservative - i.e . , a person who wants to ...
Note that a moralist is either a reformer— i.e. , a person who is encouraging people's attitudes ( and consequent actions ) to go in a different direction from the usual one - or else he's a conservative - i.e . , a person who wants to ...
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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 give 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 |
| Contributors | Harvard University. Graduate School of Education, Harvard Teachers Association |
| Publisher | Harvard University, 1968 |
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