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 |
From inside the book
Results 1-3 of 62
Page 124
As has been indicated , more or fewer facts may be super- imposed by means of the rules of classification . Once the field in which a student concentrates is known , we may return to our antecedent Preference Record data and by means of ...
As has been indicated , more or fewer facts may be super- imposed by means of the rules of classification . Once the field in which a student concentrates is known , we may return to our antecedent Preference Record data and by means of ...
Page 127
means ready for clinical use . ... Because the contemplated mathe- matical development involves quantities which are independent of the mean test scores , we may assume without loss of generality that Σp.g Xpgi o for all values of j .
means ready for clinical use . ... Because the contemplated mathe- matical development involves quantities which are independent of the mean test scores , we may assume without loss of generality that Σp.g Xpgi o for all values of j .
Page 132
Interpretation of Discriminants The discriminant function means given in Table 6 when combined with a knowledge of the coefficients for each discriminant function provide interesting data for speculation concerning the operation of ...
Interpretation of Discriminants The discriminant function means given in Table 6 when combined with a knowledge of the coefficients for each discriminant function provide interesting data for speculation concerning the operation of ...
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
Common terms and phrases
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 |
| Export Citation | BiBTeX EndNote RefMan |