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 18
The magnitudes of differences between schools attended by Negroes and those attended by whites were as follows : least , facilities and curriculum ; next , teacher quality ; and greatest , educational backgrounds of fellow students .
The magnitudes of differences between schools attended by Negroes and those attended by whites were as follows : least , facilities and curriculum ; next , teacher quality ; and greatest , educational backgrounds of fellow students .
Page 261
In part this tension is productive , since it presses traditional teachers toward experiment and newer teachers toward at least some structure ( while also toward a discipline they are often uncomfortable with ) .
In part this tension is productive , since it presses traditional teachers toward experiment and newer teachers toward at least some structure ( while also toward a discipline they are often uncomfortable with ) .
Page 464
They were asked to indicate in which of the three levels of American government - national , state , or local - they had the most faith and confidence , and in which they had the least.30 It is perfectly clear that among both ...
They were asked to indicate in which of the three levels of American government - national , state , or local - they had the most faith and confidence , and in which they had the least.30 It is perfectly clear that among both ...
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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 |