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 571
... groups . That is , the middle - class Negro children are more different in level of mental abilities from the lower ... Group patterns Group N = 40 571 Learning Patterns in the Disadvantaged.
... groups . That is , the middle - class Negro children are more different in level of mental abilities from the lower ... Group patterns Group N = 40 571 Learning Patterns in the Disadvantaged.
Page 577
... groups tested . In the report of our original study , we noted an interaction effect between social class and ethnicity in which the social - class difference produces more of a difference in the mental abilities of the Negro children ...
... groups tested . In the report of our original study , we noted an interaction effect between social class and ethnicity in which the social - class difference produces more of a difference in the mental abilities of the Negro children ...
Page 584
Howard Eugene Wilson. families in all ethnic groups ? Within each ethnic group , we would expect to elevate the mental abilities of the lower - class children to resemble those of the middle - class children in that ethnic group , making ...
Howard Eugene Wilson. families in all ethnic groups ? Within each ethnic group , we would expect to elevate the mental abilities of the lower - class children to resemble those of the middle - class children in that ethnic group , making ...
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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