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 148
But if their publication accompanied a heightened sense of national- ism , which reached its intensity during the War , that very force was also responsible for a pronounced diminishment of interest in foreign systems and practices ...
But if their publication accompanied a heightened sense of national- ism , which reached its intensity during the War , that very force was also responsible for a pronounced diminishment of interest in foreign systems and practices ...
Page 220
I am left with a sense of enormous power , wealth , energy , diversity , divergence of purpose ; the sense that many Universities are knitting well a double or triple thread ; the certainty that each university or college must develop ...
I am left with a sense of enormous power , wealth , energy , diversity , divergence of purpose ; the sense that many Universities are knitting well a double or triple thread ; the certainty that each university or college must develop ...
Page 225
Following the last proposal , however , we should require factual evidence of the existence and uniqueness of some appropriate named entity before we could even be confident we were making sense in using descriptive phrases , let alone ...
Following the last proposal , however , we should require factual evidence of the existence and uniqueness of some appropriate named entity before we could even be confident we were making sense in using descriptive phrases , let alone ...
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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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