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Page 162
With the recognition of the in- terconnection between psychological knowledge and pedagogical practice need never go the fear of abasing psy- chological research to the level of mere pedagogical prescription .
With the recognition of the in- terconnection between psychological knowledge and pedagogical practice need never go the fear of abasing psy- chological research to the level of mere pedagogical prescription .
Page 219
The gap between belief and practice in education needs no em- phasis or documentation . Educa- tors are aware of it and are sensi- tive to it . Analysis and speculation as to its causes are offered from all quarters .
The gap between belief and practice in education needs no em- phasis or documentation . Educa- tors are aware of it and are sensi- tive to it . Analysis and speculation as to its causes are offered from all quarters .
Page 221
Can such application re- duce the gap between knowledge and practice , extend the limits inherent in the course of study approach , and / or alter the value - attitude systems of both professional and lay people concerned with education ...
Can such application re- duce the gap between knowledge and practice , extend the limits inherent in the course of study approach , and / or alter the value - attitude systems of both professional and lay people concerned with education ...
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Contents
Adjustment Divergent Trends in Methods of LARSEN ROY E | 1 |
SPRING 1949 No | 2 |
Albert S Anthony Paul Douglas Courtney Peter | 3 |
35 other sections not shown
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Common terms and phrases
ability able activity American Association become better cation cent child concerned counseling course direct discussion effective examinations example experience extension fact Federal feel field function give given graduate guidance hand higher human ideas important increased individual institutions interest kind knowledge learning less living material matter means measures ment methods million nature organization period possible practice present principle problems Professor psychology public schools question reading reason relations relationship responsibility secondary situation social society statistical teachers teaching tests textbooks things thought tion understanding Unesco United University various York
Bibliographic information
| Title | Harvard Educational Review, Volumes 18-19 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1948 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |