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 180
... practice fast . Hence , a teacher who admonishes a student to add slowly in order to avoid making mistakes or to be neat may at that time be teaching the student to be a slow adder . Similarly , a teaching machine that lets a student ...
... practice fast . Hence , a teacher who admonishes a student to add slowly in order to avoid making mistakes or to be neat may at that time be teaching the student to be a slow adder . Similarly , a teaching machine that lets a student ...
Page 183
... practice speed . Finally , the assumption that performance at any speed depends on the difference between the level of learning and the level of difficulty at that speed is shown by the heavy bars between the lines . A subject trained ...
... practice speed . Finally , the assumption that performance at any speed depends on the difference between the level of learning and the level of difficulty at that speed is shown by the heavy bars between the lines . A subject trained ...
Page 314
... practice of education , for a most basic concern of education is the socialization of the young in contemporary society - a concern which barely touches psychology and philosophy , but lies at the heart of sociology . As a human art ...
... practice of education , for a most basic concern of education is the socialization of the young in contemporary society - a concern which barely touches psychology and philosophy , but lies at the heart of sociology . As a human art ...
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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