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21.
22.
John M. Basey Anastasia P. Maines Clinton D. Francis Brett Melbourne 《CBE life sciences education》2014,13(3):493-503
We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom''s taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed. 相似文献
23.
The purpose of the present study was to confirm previous research findings that different categories of Web-based pedagogical
tools (WBPT) (e.g., collaborative and communication tools, content creation and delivery tools) supported different self-regulated
learning (SRL) processes (e.g., goal setting, self-monitoring), and to further examine which WBPT were most effective in supporting
student SRL while completing course assignments. The sample surveyed consisted of 65 students enrolled in three distributed
courses. A mixed methods methodological approach was implemented. As expected, quantitative analyses confirmed that different
WBPT supported different SRL processes. In addition, analyses of qualitative data collected revealed that WBPT were highly
effective in activating the use of SRL processes necessary to support specific types of learning tasks required for completion
of course assignments. Educational implications for using WBPT as scaffolds for SRL are discussed. 相似文献
24.
Anastasia Vlachou Panayiota Stavroussi Eleni Didaskalou 《International Journal of Disability, Development & Education》2016,63(1):79-97
The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN. 相似文献
25.
In this article we argue that student learning is enhanced by theoretical eclecticism, which we define as intentionally drawing on different theories of learning when making instructional decisions to provide students with the instructional support they need to be successful. We briefly review the literature on four views of learning and on learner-centered approaches to instruction and then integrate this literature with Barr and Taggs (1995) distinction between the instruction paradigm and the learning paradigm. Finally, we present examples from a teacher education course to illustrate how theoretical eclecticism can be used to support student learning.Anastasia S. Morrone is the Executive Director of the Center for Teaching and Learning and an Associate Professor of Educational Psychology in the School of Education at Indiana University-Purdue University Indianapolis. She received her B.S. degree in Technical Communication from the University of Minnesota and her Ph.D. degree in Educational Psychology from the University of Texas at Austin. Her research interests center around instructional practices that promote college student motivation and learning. Terri A. Tarr is the Director of the Instructional Design and Development unit of the Center for Teaching and Learning and the Director of Associate Faculty Development at Indiana University-Purdue University Indianapolis. She is also an adjunct assistant professor in the Department of Psychology. She earned the Ph.D. in Developmental Psychology from Purdue University as well as an M.A. in School Psychology and a B.A. in Psychology from Ball State University. Her special interests are individual differences in learning and effective practices in faculty development 相似文献
26.
Anastasia Efklides Anastasia Kourkoulou Frosso Mitsiou Despina Ziliaskopoulou 《Metacognition and Learning》2006,1(1):33-49
The present study aimed at identifying the effects of mood treatment, personality factors, and metacognitive knowledge of
effort–i.e., conceptualization of effort and perceptions of effort regulation–on metacognitive experiences of students, particularly
on their reported feeling of difficulty and estimate of effort. The sample comprised 474 students of 5th and 7th grade of
both genders. The participants were tested in two phases. In the first phase, they were asked to respond to questionnaires
measuring (a) metacognitive knowledge of effort, (b) maths self-concept, (c) goal orientations, and (d) a test of maths ability.
In the second phase, participants were subjected to mood treatment–neutral, positive, and negative– and were asked to solve
a mathematical problem. They also rated their prospective metacognitive experiences before solving the problem and the retrospective
ones after solving it. Mood treatment interacted with gender in the case of performance but it had no effect on metacognitive
experiences. A series of regression analyses showed that positive mood, personality factors, and feeling of difficulty predicted
the prospective estimate of effort. Only feeling of difficulty and performance predicted the retrospective estimate of effort.
No effect of metacognitive knowledge of effort on estimate of effort was found. 相似文献
27.
Anastasia P. Samaras 《Early education and development》1991,2(3):181-196
The effectiveness of specific dimensions of adult mediation on preschoolers' self- regulation of a model-consultation strategy was evaluated using microcomputer puzzle tasks. Two trained tutors taught 61 children who were pretested and randomly assigned to one of four treatments devised to test two factors of mediation: access and analysis of a picture-puzzle model prior to or during problem solving. Tutorial interchanges of treatments were designed on the basis of the Vygotskian tenet that effective instruction includes a concern for children's actual and potential developmental levels and occurs through participation with others during problem solving. Measures of model-consultation were calculated from three videotaped sessions and used to assess children's self-regulation during treatment and in immediate and delayed posttests. Analyses revealed significant differences for the access and analysis effects in posttests, but only in the delayed posttest for the latter. Significant differences were found for the planned contrast in the delayed posttest. The study suggests that children's acquisition of the model-consultation can improve over a short period of time, although not immediately, with culturally mediated instruction and does not improve solely as a function of practice. 相似文献
28.
Anastasia Liasidou 《Emotional and Behavioural Difficulties》2016,21(2):228-240
While acknowledging the discursive constitution of student identities through the interplay of unequal power relations and discriminatory processes, the article discusses the ways in which social, emotional and behaviour difficulties (SEBD) are ‘produced’ and ‘managed’ within current schooling. SEBD are routinely framed in terms of ‘psychopathologisation’ and managed through zero-tolerance policies and punitive interventions. In this way ‘difference’ is framed as a ‘behavioural problem’ in schools and used, as an ontological a priori, to legitimise the construction and management of subjectively defined ‘disordered identities’ through disciplinary procedures. Issues of power and identity politics are central to any attempt to analyse the complex and intersecting social and discursive factors which contribute to the construction, negotiation and definition of ‘disordered identities’. It is suggested that a human rights approach to difference and diversity requires that ‘challenging behaviour’ and ‘SEBD’ are understood and managed on the basis of an intersectionality-based policy analysis (IBPA) framework and that such an analysis should inform development of policies which take a holistic and socially just approach to understanding and managing students’ problem behaviour. 相似文献
29.
Dabae Lee Ian T. Arthur Anastasia S. Morrone 《International Journal of Research & Method in Education》2017,40(2):154-180
The use of video surveillance footage presents a new possibility in educational research as a reliable and valid source of learning and teaching activities in classrooms. However, the unique nature of surveillance footage requires different approaches and poses distinctive challenges in utilizing it in research, yet no methodological guides are currently available in educational research. The purpose of this reflective methodological review is to share our lessons learned from a mixed-methods study that utilized video surveillance footage for triangulating self-reported classroom data. We discuss (1) the importance of triangulation of self-reported data to reduce biases of it, (2) the unique benefits and limitations of using video surveillance data, (3) a methodological framework for video surveillance data analysis, and (4) our process of data analysis with technical, ethical, and other issues in mind when using such data. Software programs to aid video data analysis are briefly introduced as well. 相似文献
30.
Anastasia Kitsantas Amy Baylor 《Educational technology research and development : ETR & D》2001,49(4):97-106
This study investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on
preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Participants
enrolled in an introductory educational technology course were taught how to develop an instructional plan as part of the
course. An experimental group was provided with instruction on how to use the IPSRT while engaging in instructional planning.
Results indicated that the experimental group demonstrated greater skill acquisition, showed more positive disposition, and
reported higher perceived instrumentality of instructional planning. In terms of self-efficacy, no significant differences
were found between the two groups. However, further analyses revealed that participants who were initially high in self-efficacy
reported significantly lower self-efficacy following the tool intervention; in contrast, participants initially low in self-efficacy
showed significantly higher self-efficacy following the tool intervention. Findings are discussed from a social-cognitive
perspective. 相似文献