Harvard Educational Review, Volume 15"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 87
Intercultural Relations By H. H. GILES represent the most comprehensive Few educators in the United survey now available of organized States are in so advantageous a activity in this field , and probably position for an overall view of ...
Intercultural Relations By H. H. GILES represent the most comprehensive Few educators in the United survey now available of organized States are in so advantageous a activity in this field , and probably position for an overall view of ...
Page 134
The Council has long been vitally interested in the ysis of teaching aids it is fundamenproblems of intergroup relations , both tally a curriculum study . The study within the national population and was begun in September 1944 , and it ...
The Council has long been vitally interested in the ysis of teaching aids it is fundamenproblems of intergroup relations , both tally a curriculum study . The study within the national population and was begun in September 1944 , and it ...
Page 181
The tional policy , on which we shall not recent maturing of a Canadian nation always entirely agree , will be wholedoes not mean that Canada has be- hearted recognition by both of us of come more American in her relations the realities ...
The tional policy , on which we shall not recent maturing of a Canadian nation always entirely agree , will be wholedoes not mean that Canada has be- hearted recognition by both of us of come more American in her relations the realities ...
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achieve activities administration American arts attitudes basic basis become better Boston child citizens College committee concerned Council course cultural curriculum deal Department direct economic educa effective effort English experience fact field forces function give given groups Harvard high school human ideas important individual institutions inter intercultural interest intergroup language learning less living material matter means ment method nature Negro organization period political practical present problems question race racial reason reference relations represent responsibility Russian secondary social society Soviet teachers teaching thing tion tional understanding United University values York youth
Bibliographic information
| Title | Harvard Educational Review, Volume 15 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1945 |
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