Harvard Educational Review, Volume 12"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 35
Dedham's state aid score is approximately as large in a minus direction as its tax income ability score is large in a plus direction , but there is no equaliza- tion indicated when a comparison is made of an apportioned valuation ...
Dedham's state aid score is approximately as large in a minus direction as its tax income ability score is large in a plus direction , but there is no equaliza- tion indicated when a comparison is made of an apportioned valuation ...
Page 74
Here , children were required to remain in the school building during a lunch hour and , once having finished their lunch before the completion of the recess period , to proceed to the gymnasium which was under the exclusive direction ...
Here , children were required to remain in the school building during a lunch hour and , once having finished their lunch before the completion of the recess period , to proceed to the gymnasium which was under the exclusive direction ...
Page 305
Further Directions for Administering Classification Test Read directions as given on sheet handed to pupils and then say : " Sometimes we are asked which is the good column and which is the bad column . The answer is that neither one is ...
Further Directions for Administering Classification Test Read directions as given on sheet handed to pupils and then say : " Sometimes we are asked which is the good column and which is the bad column . The answer is that neither one is ...
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ability activities Agassiz American Assistant Associate become Board called camp cent child cities concerned continue course cultural democracy democratic direction discussion economic effect equalization experience fact Faculty field forces function give given guidance Harvard high school higher human ideals important included individual institutions instruction interest knowledge learning less living material means measure methods mind nature objectives organization period personality political possible practice present principles problems professional Professor promotions pupils question rank reason received relation responsibility result score selection sense situation social society Table teacher teaching things thinking thought tion towns understanding United University values weighted whole York young
Bibliographic information
| Title | Harvard Educational Review, Volume 12 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1942 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |