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 83
In Mississippi , voters apparently ignored and thus defeated a pro- posed " literacy " amendment that would have required voters to give a " reasonable interpretation " of any section of the United States or State Constitutions .
In Mississippi , voters apparently ignored and thus defeated a pro- posed " literacy " amendment that would have required voters to give a " reasonable interpretation " of any section of the United States or State Constitutions .
Page 112
These pioneers could take a lot for granted , and they wanted to give the children in their care - as we so often want to give our own children - the things they had missed in their own childhoods . But in the mediocre public school ...
These pioneers could take a lot for granted , and they wanted to give the children in their care - as we so often want to give our own children - the things they had missed in their own childhoods . But in the mediocre public school ...
Page 237
In other words , between the reasons I give and the evaluative judgment I'm trying to back up there's not a logical connection but only a psy- chological one . And the same is true on all evaluative issues .
In other words , between the reasons I give and the evaluative judgment I'm trying to back up there's not a logical connection but only a psy- chological one . And the same is true on all evaluative issues .
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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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