Harvard Educational Review, Volume 38Howard Eugene Wilson Harvard University, 1968 "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 334
... attitudes could be accounted for ... it is not unreasonable to hope that parental attitudes can be changed by persuasion .... " ( emphasis added ) Here we have what in the Council's view was a major contribution to research , as well as ...
... attitudes could be accounted for ... it is not unreasonable to hope that parental attitudes can be changed by persuasion .... " ( emphasis added ) Here we have what in the Council's view was a major contribution to research , as well as ...
Page 335
... attitudes , 10 the Council's conclusions on the matter of attitudes and social class must be modified considerably . There is little to support - or controvert - the Council's view that attitudes are more important to achievement than ...
... attitudes , 10 the Council's conclusions on the matter of attitudes and social class must be modified considerably . There is little to support - or controvert - the Council's view that attitudes are more important to achievement than ...
Page 574
... attitudes emphasized persons , whereas older ones ' emphasized institutions . The second type of evidence for the school's impact is the gap , narrowing with age , between children's attitudes and the attitudes of the aggregate group of ...
... attitudes emphasized persons , whereas older ones ' emphasized institutions . The second type of evidence for the school's impact is the gap , narrowing with age , between children's attitudes and the attitudes of the aggregate group of ...
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 |