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 83
... equal size , instructional periods of equal length ; uniform " adopted " books and materials that all students would ab- sorb ; standard lessons provided by teachers with standardized training . De- partures or interruptions in the ...
... equal size , instructional periods of equal length ; uniform " adopted " books and materials that all students would ab- sorb ; standard lessons provided by teachers with standardized training . De- partures or interruptions in the ...
Page 584
... equal educational opportunities for equal development : our data on level of mental ability suggest that elevating social - class characteristics of lower - class families would contribute to a greater degree of equality of de ...
... equal educational opportunities for equal development : our data on level of mental ability suggest that elevating social - class characteristics of lower - class families would contribute to a greater degree of equality of de ...
Page 586
... equal- ity the differences among various groups , we may actually magnify those differences.7 A Summary . We challenged Coleman's " equal - footing " argument on the grounds that it did not tell the whole story or use all known data ...
... equal- ity the differences among various groups , we may actually magnify those differences.7 A Summary . We challenged Coleman's " equal - footing " argument on the grounds that it did not tell the whole story or use all known data ...
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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