Harvard Educational Review, Volume 33"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 453
... verbal behavior until much more is known about the specific character of this behavior ; and there is little point in speculating about the process of acquisition without much better understanding of what is acquired " ( 1959 , p .
... verbal behavior until much more is known about the specific character of this behavior ; and there is little point in speculating about the process of acquisition without much better understanding of what is acquired " ( 1959 , p .
Page 477
The school hopes that the student will achieve various kinds and degrees of understanding but it does not insure understanding . Rather , it makes available the means by which understanding can be acquired / by presenting data ...
The school hopes that the student will achieve various kinds and degrees of understanding but it does not insure understanding . Rather , it makes available the means by which understanding can be acquired / by presenting data ...
Page 478
None of these uses is sufficient to describe what happens when we aim for an acquisition of understanding on the part of the pupil , although each may well be involved . Perhaps it would be more appropriate to say that we teach for ...
None of these uses is sufficient to describe what happens when we aim for an acquisition of understanding on the part of the pupil , although each may well be involved . Perhaps it would be more appropriate to say that we teach for ...
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Bibliographic information
| Title | Harvard Educational Review, Volume 33 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributors | Harvard University. Graduate School of Education, Harvard Teachers Association |
| Publisher | Harvard University, 1963 |
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