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 118
... learning machine based upon a sensible learning theory , but it takes an equally capable person to make effective use of that device in contributing to the learning process . Teachers should have no fear of being replaced by the ...
... learning machine based upon a sensible learning theory , but it takes an equally capable person to make effective use of that device in contributing to the learning process . Teachers should have no fear of being replaced by the ...
Page 553
... learning tasks such as selective trial - and - error learning and paired - associate learning . These workers find that the relation between tested intelligence and performance on the learning tasks is high for the upper - status groups ...
... learning tasks such as selective trial - and - error learning and paired - associate learning . These workers find that the relation between tested intelligence and performance on the learning tasks is high for the upper - status groups ...
Page 650
... learning . Finally , not only is the incidental learning of the social norms not postulated as an expected outcome of the influence of the school situation , but it is admitted that the same school situation might contribute to the learning ...
... learning . Finally , not only is the incidental learning of the social norms not postulated as an expected outcome of the influence of the school situation , but it is admitted that the same school situation might contribute to the learning ...
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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