Harvard Educational Review, Volume 38"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 179
there is a stereotype who is white , middle - class , and Protestant - and this in a city which has grown from 10 per cent nonwhite in 1950 to almost 20 per cent today , which has increasing poverty ( in 1966 , 35 per cent of nonwhite ...
there is a stereotype who is white , middle - class , and Protestant - and this in a city which has grown from 10 per cent nonwhite in 1950 to almost 20 per cent today , which has increasing poverty ( in 1966 , 35 per cent of nonwhite ...
Page 180
First , it recognizes the city's clusters of minority groups and proposes to give these groups more control of their children's education . The districting , which is to be effected by a " Temporary Commission on Transition " could be ...
First , it recognizes the city's clusters of minority groups and proposes to give these groups more control of their children's education . The districting , which is to be effected by a " Temporary Commission on Transition " could be ...
Page 190
During 1964 , New York City and its public schools were convulsed by a long series of school integration confrontations and crises , among them three massive boycotts , two for more integration and one for less .
During 1964 , New York City and its public schools were convulsed by a long series of school integration confrontations and crises , among them three massive boycotts , two for more integration and one for less .
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Contents
Educational | 3 |
RESEARCH ISSUES ON EQUALITY | 37 |
POLICY ISSUES ON EQUALITY | 85 |
5 other sections not shown
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academic achievement activities American analysis areas associated attitudes basic become behavior cent child City classroom Coleman concept concerned course curriculum discussion educational opportunity effect effort equal example experience fact feel give given grade groups HARVARD EDUCATIONAL REVIEW human important improve increase individual institutions instruction integration interest involved issues kind knowledge learning least less major materials means measures nature Negro organization parents political poor possible practice present problems Professor public schools pupils question racial reading reason Report response role seems social society structure suggests teachers teaching things tion United University urban values York
Bibliographic information
| Title | Harvard Educational Review, Volume 38 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1968 |
| Original from | the University of California |
| Digitized | 7 Apr 2008 |
| Export Citation | BiBTeX EndNote RefMan |