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 21
One might persuasively argue that it should show a convergence , so that even though two population groups begin school with ... the average of the group that begins lower moves up to coincide with that of the group that begins higher .
One might persuasively argue that it should show a convergence , so that even though two population groups begin school with ... the average of the group that begins lower moves up to coincide with that of the group that begins higher .
Page 29
Social - class influences have been described as superceding ethnic - group effects for such diverse phenomena as child ... touching as they do on matters of relative success or failure in a highly competitive society in which groups as ...
Social - class influences have been described as superceding ethnic - group effects for such diverse phenomena as child ... touching as they do on matters of relative success or failure in a highly competitive society in which groups as ...
Page 31
HARVARD EDUCATIONAL REVIEW influence in one group , but not in another , a process of considerable interest is likely to be at ... occasionally argues that this is so as much for members of an aristocracy as for less fortunate groups .
HARVARD EDUCATIONAL REVIEW influence in one group , but not in another , a process of considerable interest is likely to be at ... occasionally argues that this is so as much for members of an aristocracy as for less fortunate groups .
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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 |