Harvard Educational Review, Volume 33Howard Eugene Wilson Harvard University, 1963 "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 440
... instruction in such a way as to make its theoretical con- tributions and requirements particularly evident . This will mean minimizing its self - instructional aspects and emphasizing principles of instruction that may have application ...
... instruction in such a way as to make its theoretical con- tributions and requirements particularly evident . This will mean minimizing its self - instructional aspects and emphasizing principles of instruction that may have application ...
Page 441
... instruction , it is the Skinnerian approach to programmed instruction that offers more . Crowder asks simply whether learning has taken place — an important question from a practical point of view ; but Skinner raises the ...
... instruction , it is the Skinnerian approach to programmed instruction that offers more . Crowder asks simply whether learning has taken place — an important question from a practical point of view ; but Skinner raises the ...
Page 473
... instruction and test to a non - active interpretation , and finally presume that we have been successful in moral instruction in the active sense , whereas we have actually taught and tested for knowledge as interpreted in a non- active ...
... instruction and test to a non - active interpretation , and finally presume that we have been successful in moral instruction in the active sense , whereas we have actually taught and tested for knowledge as interpreted in a non- active ...
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A. H. Halsey ability academic activities administration American analysis arts Asa Messer authors basic behavior borrower Brown Brown University cation child classroom concept concerned Court criteria critical culture desegregation discussion educa educational aspiration effective establishment clause Euthyphro evaluation fact faculty Federal function funds graduate HARVARD EDUCATIONAL REVIEW Harvard University high school higher education Horace Mann ibid important individual institutions interest issue language learning loan program means ment method moral normative parochial schools payment philosophy of education political practice present Press problems procedures Professor programmed instruction psychology question rate schedule reinforcement relationship relevant religious repayment response role Section 305 social society sociologist sociology Socrates Socratic method STANFORD STANFORD UNIVERSITY stimuli structure suggest supplementary rates taxable income teacher teaching theory tion tional Ulich Univ University York