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 104
More explicitly stated the hypotheses are : the higher the dominance needs of the teacher the more she will control the class by the use of recitation procedures ; and the more the use of recitation , the more the pupils will retain ...
More explicitly stated the hypotheses are : the higher the dominance needs of the teacher the more she will control the class by the use of recitation procedures ; and the more the use of recitation , the more the pupils will retain ...
Page 275
teacher's pupils and the average gains predicted for the group was used as an indication of the teacher's efficiency ( 36 ) . There was no significant relationship reported between the age of the teacher and pupil change as measured ...
teacher's pupils and the average gains predicted for the group was used as an indication of the teacher's efficiency ( 36 ) . There was no significant relationship reported between the age of the teacher and pupil change as measured ...
Page 281
As it is , the indefiniteness of the description of teacher - pupil relationships necessitates further hypotheses . ... The teacher who stresses factual information is thereby giving his pupils rather clear limits of right and wrong in ...
As it is , the indefiniteness of the description of teacher - pupil relationships necessitates further hypotheses . ... The teacher who stresses factual information is thereby giving his pupils rather clear limits of right and wrong in ...
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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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