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 141
HARVARD EDUCATIONAL REVIEW Other compensatory programs begin by assuming an inadequate child rather than an inadequate parent . Such programs speak of the disadvantaged , the hardto - reach , the unmotivated , or the uneducable child .
HARVARD EDUCATIONAL REVIEW Other compensatory programs begin by assuming an inadequate child rather than an inadequate parent . Such programs speak of the disadvantaged , the hardto - reach , the unmotivated , or the uneducable child .
Page 156
The children sense this and most commonly lie to their guidance counselors , refuse to bring problems to them , and are content to act dumb and inarticulate in interviews . Many talented children are lost in this indifferent system ...
The children sense this and most commonly lie to their guidance counselors , refuse to bring problems to them , and are content to act dumb and inarticulate in interviews . Many talented children are lost in this indifferent system ...
Page 780
Lourie and Maran's " Hypotheses Regarding the Effects of Child Rearing Patterns on the Disadvantaged Child " raises a number of important medical , psychological , social , and educational issues . With the exception of a few overly ...
Lourie and Maran's " Hypotheses Regarding the Effects of Child Rearing Patterns on the Disadvantaged Child " raises a number of important medical , psychological , social , and educational issues . With the exception of a few overly ...
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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 |