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 69
... social class than school social class a result directly in line with Coleman's finding that school social class is most important for the more deprived students and in line with the Commis- sion's re - analysis finding that among ...
... social class than school social class a result directly in line with Coleman's finding that school social class is most important for the more deprived students and in line with the Commis- sion's re - analysis finding that among ...
Page 119
... social - class origin and the social - class level of their schools are taken into account , those Negroes in school and class with a majority of white students perform at a higher level than those in school and class with a majority ...
... social - class origin and the social - class level of their schools are taken into account , those Negroes in school and class with a majority of white students perform at a higher level than those in school and class with a majority ...
Page 336
... social and economic class in schooling ; here lies our second main difficulty . The research reports found that the ... social- and economic- class composition of student bodies . The meaning of the passage would have been much ...
... social and economic class in schooling ; here lies our second main difficulty . The research reports found that the ... social- and economic- class composition of student bodies . The meaning of the passage would have been much ...
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academic achievement adult American analysis areas attitudes basic behavior Berkeley black power cation cent child City classroom Coleman Report concept concerned cosmopolitan Crispus Attucks culture curriculum desegregation discussion economic educa educational opportunity effect elementary equality of educational experience fact feel Franks Commission ghetto goals grade graduate groups HARVARD EDUCATIONAL REVIEW Harvard University high school I. A. Richards important improve individual institutions instruction integration interest issues learning major measures ment Muscatine Negro Negro children Oettinger organization pages Paper parents Plowden Report political socialization poor present problems Professor psychology public education public schools pupils question racial racially segregated reading relevant response role school systems segregated social class social sciences society structure suggests teachers teaching theory tion tional University urban values York