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 342
Mr. Kozol's shocking revelation of how ghetto schools handle problem children was confirmed in a particularly perceptive discussion . Parents complained . that the schools often settle disciplinary problems by expelling children for ...
Mr. Kozol's shocking revelation of how ghetto schools handle problem children was confirmed in a particularly perceptive discussion . Parents complained . that the schools often settle disciplinary problems by expelling children for ...
Page 375
Before examining the philosophy and techniques of RSS , let us more clearly frame the problem . ... ideas emerge to define the philosophical framework of RSS : ( 1 ) Students must acknowledge their problems and agree to work on them .
Before examining the philosophy and techniques of RSS , let us more clearly frame the problem . ... ideas emerge to define the philosophical framework of RSS : ( 1 ) Students must acknowledge their problems and agree to work on them .
Page 732
The problem for the teacher is to find the time and energy to offer such a program on anything approaching a daily basis . ... The second aspect of individualization is the organization of the problems in terms of difficulty .
The problem for the teacher is to find the time and energy to offer such a program on anything approaching a daily basis . ... The second aspect of individualization is the organization of the problems in terms of difficulty .
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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 |