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 255
... TESTS Each student received four individual criterion tests : Heart Model Test , Terminology Test , Drawing Test , and Comprehension Test . Scores received on these four tests were combined in a composite seventy - eight item test de ...
... TESTS Each student received four individual criterion tests : Heart Model Test , Terminology Test , Drawing Test , and Comprehension Test . Scores received on these four tests were combined in a composite seventy - eight item test de ...
Page 256
... Test . Consisted of seventy - eight items . Scores received on the four criterion tests were combined in a composite seventy - eight item totai criterion test designed to measure total understanding of the concepts presented . ( Kuder ...
... Test . Consisted of seventy - eight items . Scores received on the four criterion tests were combined in a composite seventy - eight item totai criterion test designed to measure total understanding of the concepts presented . ( Kuder ...
Page 553
... tests . Taken together with the findings of high correlations on these learning tasks and intelligence tests for upper - status groups and low correlations for low- status groups , he argues that research is needed to clarify the ...
... tests . Taken together with the findings of high correlations on these learning tasks and intelligence tests for upper - status groups and low correlations for low- status groups , he argues that research is needed to clarify the ...
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ability group academic achievement administration adolescents adult-youth adults American analysis Appian authors 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 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 ULICH Univ University University of Chicago urban white colleges York youth