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 57
Animal stud- ies in the genesis of personality . Trans . New York Acad . Sci . , 1940- 41 , 3 , 8-11 . 27. Mowrer , O. Hobart . On the dual nature of learning - a re - interpreta- 34. Mowrer , O. Hobart , and Kluck- hohn , Clyde .
Animal stud- ies in the genesis of personality . Trans . New York Acad . Sci . , 1940- 41 , 3 , 8-11 . 27. Mowrer , O. Hobart . On the dual nature of learning - a re - interpreta- 34. Mowrer , O. Hobart , and Kluck- hohn , Clyde .
Page 261
the interaction of " culture and personality . " Little has been learned about " subcultural personalities , " despite recent pleas ( 14 ) that it would be theoretically consequential to make such studies .
the interaction of " culture and personality . " Little has been learned about " subcultural personalities , " despite recent pleas ( 14 ) that it would be theoretically consequential to make such studies .
Page 279
F. PERSONALITY OF THE TEACHER In discussing the relationship between teacher personality and pupil change we are limited to the definition of personality provided by the tests used . We must , therefore , compare not only results but ...
F. PERSONALITY OF THE TEACHER In discussing the relationship between teacher personality and pupil change we are limited to the definition of personality provided by the tests used . We must , therefore , compare not only results but ...
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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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