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 281
Similarly , attending a " good " college is usually associated with attending some sort of graduate school , while attending a " poor " college usually means dropping out or at most settling for a BA . The net result is that quantity ...
Similarly , attending a " good " college is usually associated with attending some sort of graduate school , while attending a " poor " college usually means dropping out or at most settling for a BA . The net result is that quantity ...
Page 384
Any structural change , for example , which enabled students and teachers to devote substantial blocks of time to independent study would be a valuable means of providing the conditions for stimulating school - wide inquiry .
Any structural change , for example , which enabled students and teachers to devote substantial blocks of time to independent study would be a valuable means of providing the conditions for stimulating school - wide inquiry .
Page 699
But what does “ individualization " mean ? A case can be made for defining it as something like personalizing or customizing , namely taking a mass - produced object and stamping it with gold initials or heaping chrome on fins to give ...
But what does “ individualization " mean ? A case can be made for defining it as something like personalizing or customizing , namely taking a mass - produced object and stamping it with gold initials or heaping chrome on fins to give ...
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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 |