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 25
... ment , scoring each student by assigning to him the median of the num- bers attached to the statements he endorsed . Thus a high score was one favorable to Hitler , and vice versa . The following statements and their scoring weights ...
... ment , scoring each student by assigning to him the median of the num- bers attached to the statements he endorsed . Thus a high score was one favorable to Hitler , and vice versa . The following statements and their scoring weights ...
Page 52
... ment itself establishes the field : By the way the tones are actually moving in a piece of music , they reveal to the listener the specific field just in power ; or a change of field , the establishing of a new one . Without move- ment ...
... ment itself establishes the field : By the way the tones are actually moving in a piece of music , they reveal to the listener the specific field just in power ; or a change of field , the establishing of a new one . Without move- ment ...
Page 238
... ment for the kind of basic work which was a more noteworthy part of the cyclopedia developed by Paul Monroe . It could hardly be claimed that Monroe had already done that work and that therefore something dif- ferent was needed . The ...
... ment for the kind of basic work which was a more noteworthy part of the cyclopedia developed by Paul Monroe . It could hardly be claimed that Monroe had already done that work and that therefore something dif- ferent was needed . The ...
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