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 277
... measures of teaching ability . If the examination cannot measure teaching ability , why add it to the present bases of selection ? Because examinations can and do measure essential elements of teaching ability more accurately and ...
... measures of teaching ability . If the examination cannot measure teaching ability , why add it to the present bases of selection ? Because examinations can and do measure essential elements of teaching ability more accurately and ...
Page 278
... measure personality , moral character , interest in children , and other important factors that determine teaching ability , would be as illogical as to abandon the use of the clinical thermometer and stethoscope because they do not measure ...
... measure personality , moral character , interest in children , and other important factors that determine teaching ability , would be as illogical as to abandon the use of the clinical thermometer and stethoscope because they do not measure ...
Page 279
... measure the " imponderables " as accurately as we can now measure intelligence , general culture , professional information , and subject mastery . The construction and administration of competitive examinations for teachers is a ...
... measure the " imponderables " as accurately as we can now measure intelligence , general culture , professional information , and subject mastery . The construction and administration of competitive examinations for teachers is a ...
Contents
JANUARY 1940 No | 1 |
HALL FRANCES LABELLE 382383 | 7 |
BOGOSLOVSKY BORIS B 390393 | 48 |
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Common terms and phrases
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 |