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 197
principal value lies in the authors ' analysis of the institutional press in schools , by means of which individual ... afflicted makes a virtue of his predicament by substituting values consistent with it for those alien to it .
principal value lies in the authors ' analysis of the institutional press in schools , by means of which individual ... afflicted makes a virtue of his predicament by substituting values consistent with it for those alien to it .
Page 476
37 This view is reinforced by Jervis and Congdon's study of New Hampshire students which showed that between the freshman and senior years , student vocational and educational values come little closer to those of the faculty.38 The ...
37 This view is reinforced by Jervis and Congdon's study of New Hampshire students which showed that between the freshman and senior years , student vocational and educational values come little closer to those of the faculty.38 The ...
Page 687
It is as if we cannot take at face value any of the decencies that we value in ourselves , certainly what I value in ... for the intrinsic and ultimate values of goodness and truth and beauty and perfection and justice and order .
It is as if we cannot take at face value any of the decencies that we value in ourselves , certainly what I value in ... for the intrinsic and ultimate values of goodness and truth and beauty and perfection and justice and order .
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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 |