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 477
... understanding but it does not insure understanding . Rather , it makes available the means by which understanding can be acquired by presenting data , principles , and techniques to students , and testing for their success in learning ...
... understanding but it does not insure understanding . Rather , it makes available the means by which understanding can be acquired by presenting data , principles , and techniques to students , and testing for their success in learning ...
Page 478
... understanding on the part of the pupil , although each may well be involved . Perhaps it would be more appro- priate to say that we teach for understanding of a certain sort by teaching that , and / or teaching to , and / or teaching ...
... understanding on the part of the pupil , although each may well be involved . Perhaps it would be more appro- priate to say that we teach for understanding of a certain sort by teaching that , and / or teaching to , and / or teaching ...
Page 513
... understanding where we have left omissions , to promote meaning in the untangling of relationships and to reveal new syntheses . I pro- pose to take both postures . Unless there is understanding of our purposes and of the logic and ...
... understanding where we have left omissions , to promote meaning in the untangling of relationships and to reveal new syntheses . I pro- pose to take both postures . Unless there is understanding of our purposes and of the logic and ...
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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