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 146
... individual to realize himself and his place in nature . The ideal man of Emerson , Thoreau and the others was the authentic individual , alert and sensitive to his own inner responses to nature . Unlike the schoolmen , who tended to ...
... individual to realize himself and his place in nature . The ideal man of Emerson , Thoreau and the others was the authentic individual , alert and sensitive to his own inner responses to nature . Unlike the schoolmen , who tended to ...
Page 168
... individual , and that a group is most likely to en- gage the individual's thoughts and feel- ings . Still , one wants to be able to dis- criminate between the performances of different individuals , and one may want to be responsive to ...
... individual , and that a group is most likely to en- gage the individual's thoughts and feel- ings . Still , one wants to be able to dis- criminate between the performances of different individuals , and one may want to be responsive to ...
Page 571
... individual data : The data analyses described to this point refer to differences in the performance of groups and not to the performance of individuals . These analyses do not indicate how an individual will per- form , but they suggest ...
... individual data : The data analyses described to this point refer to differences in the performance of groups and not to the performance of individuals . These analyses do not indicate how an individual will per- form , but they suggest ...
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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