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 31
... experience in the rural South no longer control that experience in the urban North . Although three - quarters of the Negro pop- ulation now resides in urban areas , this is a recent development , and it may be assumed that the memories ...
... experience in the rural South no longer control that experience in the urban North . Although three - quarters of the Negro pop- ulation now resides in urban areas , this is a recent development , and it may be assumed that the memories ...
Page 127
... Experience + % who scored below white mean Teachers ' experience Negro White 10 years ' or more experience 75.8 37.8 5-9 years ' experience 69.7 31.6 5 or less years ' experience 74.8 36.1 Future teachers : College seniors 75.5 46.7 ...
... Experience + % who scored below white mean Teachers ' experience Negro White 10 years ' or more experience 75.8 37.8 5-9 years ' experience 69.7 31.6 5 or less years ' experience 74.8 36.1 Future teachers : College seniors 75.5 46.7 ...
Page 524
... experience to history depends on our exposure to that symbolic environment that gives temporal and spatial extension to the meaning of concrete experience . Thus the political interpretation of concrete experience varies in much the ...
... experience to history depends on our exposure to that symbolic environment that gives temporal and spatial extension to the meaning of concrete experience . Thus the political interpretation of concrete experience varies in much the ...
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academic achievement adult American analysis attend attitudes basic behavior Berkeley black power cation cent child City Civil Rights classroom Coleman Report compensatory education concept correlation Crispus Attucks curriculum desegregation discussion economic educa educational opportunity effect elementary equality of educational ESEA experience fact findings Franks Commission ghetto goals grade graduate groups HARVARD EDUCATIONAL REVIEW Harvard University high school I. A. Richards important improve individual inequality institutions instruction integration interest issues learning major measures ment Muscatine Negro children Negro students Oettinger parents Plowden Report political poor present problems Professor programs public education public schools pupils question racial racial integration racially segregated relevant role school systems scores segregated social class society structure suggests teachers teaching tion U.S. Government Printing University urban variables Washington York