Harvard Educational Review, Volume 37Howard Eugene Wilson Harvard University, 1967 "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 607
... adult student for help on a problem ; and a similar proportion indicated that they had assisted an adult student on a school problem two or more times . Not surprisingly , adolescents who reported frequent interaction with adults gen ...
... adult student for help on a problem ; and a similar proportion indicated that they had assisted an adult student on a school problem two or more times . Not surprisingly , adolescents who reported frequent interaction with adults gen ...
Page 610
... adults in their classrooms , 20 per cent of the adolescents said they had benefited from the academic competence and motivation of the adults ; 27 per cent felt they had gained from the moral ex- ample of adults in qualities such as ...
... adults in their classrooms , 20 per cent of the adolescents said they had benefited from the academic competence and motivation of the adults ; 27 per cent felt they had gained from the moral ex- ample of adults in qualities such as ...
Page 611
... adults , from the motivational implications of the adult academic model , and from adult influence in maintaining appropriate student conduct in the classroom . Through the class participation of the adults , the adolescent students ...
... adults , from the motivational implications of the adult academic model , and from adult influence in maintaining appropriate student conduct in the classroom . Through the class participation of the adults , the adolescent students ...
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academic achievement administration adolescents adult-youth adults American analysis Appian authors Barnes & Noble behavior Boston cation cent cerned Chicago child cial classroom cognitive Comenius concept context course cultural curriculum David Riesman disadvantaged discussion economic educa effect ethnic groups example experience faculty GORDON MCINTOSH graduate HARVARD EDUCATIONAL REVIEW Harvard University high school higher education human important individual industry institutions instruction integration intellectual interest issues JONATHAN KOZOL language learning lower-class major ment mental abilities Montessori Negro colleges norms organization paper patterns Piaget political present problems profes professional Professor Professor Greene programs Psychology public schools pupils question reader reading difficulty relations relationships role scores skills social-class society sociology structure task teachers teaching tests theory tion tional tive UNESCO Univ University urban white colleges York youth