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 65
transcript is included in the volume ) much is made of the vice - president's refusal to visit the branch plants ; in the course of the discussion the in- structor refers with contempt to the given excuse - that the vice - president was ...
transcript is included in the volume ) much is made of the vice - president's refusal to visit the branch plants ; in the course of the discussion the in- structor refers with contempt to the given excuse - that the vice - president was ...
Page 99
The general inconclusiveness of teacher competence research may be traced to many sources , from which I have chosen the following for discussion : 1. Questions were asked to which a research answer is not possible . 2.
The general inconclusiveness of teacher competence research may be traced to many sources , from which I have chosen the following for discussion : 1. Questions were asked to which a research answer is not possible . 2.
Page 120
The right to criticize and discuss these values is taken for granted , for one of the ways in which thinking is raised to a higher level is precisely through discussion . One - sidedness is frowned upon as running counter to the spirit ...
The right to criticize and discuss these values is taken for granted , for one of the ways in which thinking is raised to a higher level is precisely through discussion . One - sidedness is frowned upon as running counter to the spirit ...
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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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