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 153
which the school reflects , for the school epitomizes these for transmis- sion and for progress . In order to understand , appreciate , and evaluate the real meaning of the educational system of a nation , it is essential to know ...
which the school reflects , for the school epitomizes these for transmis- sion and for progress . In order to understand , appreciate , and evaluate the real meaning of the educational system of a nation , it is essential to know ...
Page 240
In this paper an effort will be made to describe the evolution of educational policies and systems in relation to the ... is perhaps the chief stum- bling block in the development of a uniform , national public educational system .
In this paper an effort will be made to describe the evolution of educational policies and systems in relation to the ... is perhaps the chief stum- bling block in the development of a uniform , national public educational system .
Page 247
The economic interests of these three groups often diverged , creating new social tensions . But on all three groups the colonial educational system left its mark : a European rationale of standardized competence ( as expressed by an ...
The economic interests of these three groups often diverged , creating new social tensions . But on all three groups the colonial educational system left its mark : a European rationale of standardized competence ( as expressed by an ...
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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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