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21.
Campbell AM Ledbetter ML Hoopes LL Eckdahl TT Heyer LJ Rosenwald A Fowlks E Tonidandel S Bucholtz B Gottfried G 《CBE life sciences education》2007,6(2):109-118
The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students. 相似文献
22.
Martha A. Coleman Adele M. Davenport Sherrie W. Abbott Jennie C. Paton 《Educational gerontology》2013,39(4):425-434
This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit. 相似文献
23.
Stimulation has been given to young infants to prevent the development disabilities often associated with prematurity. A review of these experimental programs reveals a lack of knowledge as to the ecology of the premature infant. This is indicated in the assumption that premature infants are sensorily deprived and by the arbitrary differences in the nature of stimulation techniques. Despite various problems in methodological and outcome assessment, stimulated infants tend to perform at higher levels than control-group infants on measures of sensorimotor and development. It is suggested that future research should be directed toward specifying the environment and processing capacities of the premature infant, and that intervention studies should make use of the 4-group design proposed by Solomon and Lessac (1968). 相似文献
24.
25.
Nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (n = 14,370) were used to examine the grade-level and cumulative outcomes of school absenteeism between kindergarten and fifth grade for students’ school performance in the United States. Students who were more frequently absent in any year of elementary school demonstrated lower academic, executive function, and socioemotional outcomes. Although there was little variation in the magnitude of associations across grade levels, there was evidence of cumulative associations. Specifically, students who were consistently absent throughout elementary school tended to have lower outcomes across developmental domains in the long-term. The negative links between absenteeism and outcomes were larger for Black than White students, but few other subgroup differences emerged. 相似文献
26.
As educators and lifelong learners, we were drawn together by the question: How have we fostered our own capacity for agency, self-efficacy and risk-taking in the research practices we utilize? This paper reveals a connectivity and enabling thread that has enriched our experiences within and across our disciplinary areas. In particular this paper articulates the value of metaphor as a conceptual tool as well as sharing insights and reflections on the workings of progressive integration into communities of practice. 相似文献
27.
Hartwig Wittje Hans Scheuerl Harald Wagner Gottfried Hausmann Herman Lange Volker Lenhart Bettina Kobialka Philip G. Altbach Colin Titmus Harry N. Drier T. Neville Postlethwaite W. D. Halls Martin Carnoy Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222
28.
Michael A. Gottfried 《The Journal of educational research》2018,111(5):620-630
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed. 相似文献
29.
12-month-old infants were familiarized either tactually or visually with objects and then tested for visual recognition memory using either (1) the familiar and a novel object, (2) colored pictures of the objects, or (3) outline drawings of them. In Study 1, infants showed recognition memory on all 3 visual intramodal problems but showed cross-modal transfer only when objects were used as test stimuli. With increased familiarization times in Study 2, transfer from tactually presented samples to both pictorial displays was achieved, indicating that after feeling an object the infants were able to recognize it visually solely on the basis of its contour. With reduced familiarization times in Study 3, there was no evidence for transfer from visually presented samples to the 2 pictorial displays, replicating the pattern of results observed cross-modally in Study 1 and suggesting that, at least in certain respects, cross-modal and intramodal perception follow similar principles. 相似文献
30.
Past research on new teacher induction has focused on changes in retention. Keeping people in the profession is important, but new teachers may need help in learning about curriculum and students in order to be effective instructional leaders. New teachers may also need assistance in learning how to interact with colleagues. We asked new teachers through an on‐line survey what they learned from mentors about curriculum, student diversity and collegiality. In addition, achievement gains of classes taught by new teachers and experienced teachers were compared. The results of the study are discussed in terms of implications for teacher training, organizational change, and data usage by districts. 相似文献