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 95
... context , and the " community seminar " context . Subjects or problems for study and also the relations between students and teachers would be con- strued quite differently in each of these contexts . " The school context . There is a ...
... context , and the " community seminar " context . Subjects or problems for study and also the relations between students and teachers would be con- strued quite differently in each of these contexts . " The school context . There is a ...
Page 96
Howard Eugene Wilson. Laboratory - studio - work context . In the laboratory context , the major objec- tive is not formal instruction , but the completion of a significant task , the solution of problems which the learner wants to ...
Howard Eugene Wilson. Laboratory - studio - work context . In the laboratory context , the major objec- tive is not formal instruction , but the completion of a significant task , the solution of problems which the learner wants to ...
Page 97
... context ; the time of youth is monopolized by school , and that of adults by jobs or " laboratories . " Points of clarification . The contexts described above are intended to con- vey the major point that education consists of three ...
... context ; the time of youth is monopolized by school , and that of adults by jobs or " laboratories . " Points of clarification . The contexts described above are intended to con- vey the major point that education consists of three ...
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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