Harvard Educational Review, Volume 14Howard Eugene Wilson Harvard University, 1944 "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 2
... discuss with their several boards the possibility of establishing regional groups for the discussion of special problems related to legislation and post - war conditions . So , we in New England have and we don't have state associations ...
... discuss with their several boards the possibility of establishing regional groups for the discussion of special problems related to legislation and post - war conditions . So , we in New England have and we don't have state associations ...
Page 55
... discussion following in subse- quent classroom periods ; in the case of an assignment , the student will listen to the records of the piece and afterward comment upon it . A con- siderable amount of time will be required for the study ...
... discussion following in subse- quent classroom periods ; in the case of an assignment , the student will listen to the records of the piece and afterward comment upon it . A con- siderable amount of time will be required for the study ...
Page 128
... discussion was directed toward the dangers of an autocratic government and the advan- tages of a democratic government . It was decided that our own country's way was the better way and that the school would try to emulate it . At this ...
... discussion was directed toward the dangers of an autocratic government and the advan- tages of a democratic government . It was decided that our own country's way was the better way and that the school would try to emulate it . At this ...
Contents
JANUARY 1944 No | 1 |
MARCH 1944 No | 2 |
Observation and Reëducation of German | 12 |
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activities adult American history anxiety Association attitude toward Hitler basic Black Legend camps cation Center citizens Civic Fellowships classroom Committee coöperation courses cultural curriculum democracy democratic discussion economic educa elementary English experience fact federal field German grade graduate Harvard University high school Hitler human I. A. Richards important individual institutions instruction interest John Dewey junior college knowledge L. L. Thurstone labor service language Latin American Latin American music learning liberal arts liberal education living means ment methods military modern Navy Nazi O. H. Mowrer officers organization persons philosophy political possible postwar practice pre-test present prisoners prisoners of war problems pupils recordings reëducation responsibility score semantics significant Smith social studies statement teacher teaching materials tion tional Ulich understanding United veterans vocational Wealth of Nations York youth