Harvard Educational Review, Volume 11Howard Eugene Wilson Harvard University, 1941 "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 8
... importance . This is because , as noted above , the abstracts involve no appraisal of any kind . The important quality needed in the abstractors , in other words , has been competence , not in deciding whether a book is good , bad , or ...
... importance . This is because , as noted above , the abstracts involve no appraisal of any kind . The important quality needed in the abstractors , in other words , has been competence , not in deciding whether a book is good , bad , or ...
Page 401
... important and happy step in the increase of knowledge and thought concerning economic education is represented in the current Yearbook of the National Council for the Social Studies , which is entirely devoted to this important segment ...
... important and happy step in the increase of knowledge and thought concerning economic education is represented in the current Yearbook of the National Council for the Social Studies , which is entirely devoted to this important segment ...
Page 428
... important role of failure in every normal life , to learn to take it in their stride , to build on it , and , through understanding , to develop adequate techniques for handling it emotionally . The shame of failure is too often used as ...
... important role of failure in every normal life , to learn to take it in their stride , to build on it , and , through understanding , to develop adequate techniques for handling it emotionally . The shame of failure is too often used as ...
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Abstracts activities administration American Association become better camps concern course critical culture defense democracy direct discussion economic effective effort experience fact field function give given human ideas important individual institutions interest Journal kind knowledge learning less living material matter means methods mind moral nature objectives organization pattern political possible practice present principles problems progressive Psychological pupils questions reading reason relation responsibility result Review scores selected skills social society suggest teacher teaching textbook theory things thinking thought tion transfer true understanding United University whole women writing York young
Bibliographic information
| Title | Harvard Educational Review, Volume 11 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1941 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |