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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Results 1-3 of 83
Page 108
... increase in the academic achievement and personal and social effectiveness of Negro and white children . Neither is it possible to have a marked increase in the educational efficiency of Negro schools and the resulting dramatic increase ...
... increase in the academic achievement and personal and social effectiveness of Negro and white children . Neither is it possible to have a marked increase in the educational efficiency of Negro schools and the resulting dramatic increase ...
Page 121
... increase in the annual Title I ESEA outlay for instruction - from about sixty to about five hundred dollars per pupil . This appropriation would increase the total annual Title I instructional outlay from $ .5 billion to $ 3.5 billion ...
... increase in the annual Title I ESEA outlay for instruction - from about sixty to about five hundred dollars per pupil . This appropriation would increase the total annual Title I instructional outlay from $ .5 billion to $ 3.5 billion ...
Page 278
... increase in median attainment for those leaving school between 1875 and 1914 , in other words , averaged 0.25 per cent . During the next two decades the annual increase in median attainment was ten times as fast : 2.5 per cent per year ...
... increase in median attainment for those leaving school between 1875 and 1914 , in other words , averaged 0.25 per cent . During the next two decades the annual increase in median attainment was ten times as fast : 2.5 per cent per year ...
Contents
Educational | 3 |
RESEARCH ISSUES ON EQUALITY | 37 |
POLICY ISSUES ON EQUALITY | 85 |
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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 |
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