Harvard Educational Review, Volume 10Howard Eugene Wilson Harvard University, 1940 "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 23
... achievement tests , and the teacher's judgment , gave us a better basis for seventh - grade ability grouping . We could now put into ability groups pupils who had approximately the same levels of reading achievement , and this became ...
... achievement tests , and the teacher's judgment , gave us a better basis for seventh - grade ability grouping . We could now put into ability groups pupils who had approximately the same levels of reading achievement , and this became ...
Page 310
... achievement - test scores for different age - grade combinations - the surface represented by the crossed strings - is very closely given by the following equation , in which X mean Stanford Achievement Test Form A or B score , Y School ...
... achievement - test scores for different age - grade combinations - the surface represented by the crossed strings - is very closely given by the following equation , in which X mean Stanford Achievement Test Form A or B score , Y School ...
Page 311
... achievement drops 3.466 score points , which is slightly over half of a year's normal growth for each year's increase in chronological age . The explanation of this change in tendency is obvious . In grade 3.112 the nine - year - olds ...
... achievement drops 3.466 score points , which is slightly over half of a year's normal growth for each year's increase in chronological age . The explanation of this change in tendency is obvious . In grade 3.112 the nine - year - olds ...
Contents
JANUARY 1940 No | 1 |
HALL FRANCES LABELLE 382383 | 7 |
BOGOSLOVSKY BORIS B 390393 | 48 |
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ability accepted achievement action activities administration American attitude become chapter concerned course cultural democracy desirable direction discussion economic effective examination example experience fact factors field function give given grade graduate hand higher human ideas important increase individual institutions instruction interest knowledge learning less living material matter means measure method mind nature Negro objective organization period philosophy political possible practical preparation present principles problems professional pupils question reading reason relation responsibility secondary seems selection situation social society suggestions teachers teaching tests thinking thought tion understanding United University vocational whole York young
Bibliographic information
| Title | Harvard Educational Review, Volume 10 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1940 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |