Harvard Educational Review, Volume 9"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 131
But this reviewer would go further , and take the position that a most important vitalizing force in rural education today is an inclusive conception of the curriculum as that portion of the total experiences of children over which the ...
But this reviewer would go further , and take the position that a most important vitalizing force in rural education today is an inclusive conception of the curriculum as that portion of the total experiences of children over which the ...
Page 168
In general , we do not know what is being offered in the curriculum of our high schools . Latin fell out of the curriculum , and was practically gone . before we knew it . Mathematics may be going the same way . Given the curriculum of ...
In general , we do not know what is being offered in the curriculum of our high schools . Latin fell out of the curriculum , and was practically gone . before we knew it . Mathematics may be going the same way . Given the curriculum of ...
Page 447
To evaluate such a dynamic concept of experience and curriculum , a dynamic concept of evaluation is needed . II If the redefinitions of evaluation , general ability , and experience which have been outlined are acceptable , it may be ...
To evaluate such a dynamic concept of experience and curriculum , a dynamic concept of evaluation is needed . II If the redefinitions of evaluation , general ability , and experience which have been outlined are acceptable , it may be ...
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ability achievement activities administration American Association attempt become better century chapter child Company concerned course criticism Cubberley curriculum deal democracy democratic desirable direction discussion effective Equation exercises experience fact factors field give given high schools human idea important improvement individual Inquiry institutions interest knowledge leader learning less literature living material means measure ment methods mind nature needs objective organization period personality possible practice present problems Professor progress pupils question reading reason records Regents relation responsibility rest reviewer secondary selections skills social society standard suggested teachers teaching tests tion treatment true understanding United University volume whole York young youth
Bibliographic information
| Title | Harvard Educational Review, Volume 9 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1939 |
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