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 30
Obviously , he will need some training in education : its philosophy , its function , and the methods and means by which it is carried on . He will need to know how to study education in process , and to differentiate its functions .
Obviously , he will need some training in education : its philosophy , its function , and the methods and means by which it is carried on . He will need to know how to study education in process , and to differentiate its functions .
Page 132
Thus , although the dispersion of the third discriminant function is significant , it provides relatively little information about the separation of the fields of concentration . Interpretation of Discriminants The discriminant function ...
Thus , although the dispersion of the third discriminant function is significant , it provides relatively little information about the separation of the fields of concentration . Interpretation of Discriminants The discriminant function ...
Page 133
Since the fourth discriminant function is not significant , no attempt is made to interpret and name it . It is interesting to note that the most important interest factor dif ferentiating these five fields of concentration is a ...
Since the fourth discriminant function is not significant , no attempt is made to interpret and name it . It is interesting to note that the most important interest factor dif ferentiating these five fields of concentration is a ...
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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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