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 171
... parents especially have come to the same verdict as the most astute students and practitioners of education : that ... parents ' involvement . Two other forces have tended to keep parents from participating in the education process . One ...
... parents especially have come to the same verdict as the most astute students and practitioners of education : that ... parents ' involvement . Two other forces have tended to keep parents from participating in the education process . One ...
Page 172
... parent should go far beyond asking pointed questions . Should parents have a voice — preferential if not determinative — regarding school curriculum ? Should parents have a say in the kind of teacher they feel is best suited to the ...
... parent should go far beyond asking pointed questions . Should parents have a voice — preferential if not determinative — regarding school curriculum ? Should parents have a say in the kind of teacher they feel is best suited to the ...
Page 212
... parents . The book presents methods for setting up and conducting discussion groups for parents , expectant parents , adoptive parents , parents of handicapped children , and others . It stresses the group experience of parents from low ...
... parents . The book presents methods for setting up and conducting discussion groups for parents , expectant parents , adoptive parents , parents of handicapped children , and others . It stresses the group experience of parents from low ...
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 |