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 265
... skills . The authors are to be commended for their initiative and skill in devising or selecting exercises of the type which appear in this pamphlet . Such materials will be of benefit in interpreting the newer trends in appraisal to ...
... skills . The authors are to be commended for their initiative and skill in devising or selecting exercises of the type which appear in this pamphlet . Such materials will be of benefit in interpreting the newer trends in appraisal to ...
Page 269
... skills the Bronze Book goes a long way in focusing the student's attention upon the value and , to some extent , the means of improving specific skills . A large chart at the beginning presents a list of important skills with page ...
... skills the Bronze Book goes a long way in focusing the student's attention upon the value and , to some extent , the means of improving specific skills . A large chart at the beginning presents a list of important skills with page ...
Page 332
... skills , attitudes , interests , and the like will be extended and made deeper and more significant . Commonly , whatever sequence is found is likely to be a sequence in content providing the student with an extension of somewhat ...
... skills , attitudes , interests , and the like will be extended and made deeper and more significant . Commonly , whatever sequence is found is likely to be a sequence in content providing the student with an extension of somewhat ...
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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 |