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91.
92.
Maya E. Maroto Anastasia Snelling Henry Linck 《Community College Journal of Research & Practice》2013,37(6):515-526
This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students. 相似文献
93.
Brian M. D'Onofrio Amber L. Singh Anastasia Iliadou Mats Lambe Christina M. Hultman Jenae M. Neiderhiser Niklas Långström Paul Lichtenstein 《Child development》2010,81(1):80-100
The current study, based on all births in Sweden from 1983 to 1991 ( N = 654,707), explored the processes underlying the association between smoking during pregnancy (SDP) and offspring school grades and mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness. Although SDP was statistically associated with academic achievement (AA) when comparing unrelated individuals, the results suggest that SDP does not cause poorer academic performance, as full siblings differentially exposed to SDP did not differ in their academic scores. The pattern of results suggests that genetic factors shared by parents and their offspring help explain why offspring exposed to SDP have lower levels of AA. 相似文献
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Sergey VTORUSHIN Anastasia DULESOVA Nadezhda KRAKHMAL 《Journal of Zhejiang University. Science. B》2022,23(8):617
According to the classification presented by Lehmann BD (2016), triple-negative breast cancer (TNBC) is a heterogeneous group of malignant tumors with four specific subtypes: basal-like (subtype 1 and subtype 2), mesenchymal, and luminal androgen receptor (LAR) subtypes. The basal-like subtypes of carcinomas predominate in this group, accounting for up to 80% of all cases. Despite the significantly lower proportions of mesenchymal and LAR variants in the group of breast carcinomas with a TNBC profile, such tumors are characterized by aggressive biological behavior. To this end, the LAR subtype is of particular interest, since the literature on such tumors presents different and even contradictory data concerning the disease course and prognosis. This review is devoted to the analysis of the relevant literature, reflecting the main results of studies on the molecular properties and clinical features of the disease course of LAR-type TNBC carcinomas. 相似文献
95.
Anastasia Liasidou 《International Studies in Sociology of Education》2013,23(3):225-239
This article explores the contribution of sociological scholarship to understanding and analysing the notions of ‘special educational needs’ and ‘disability’ and the ways in which the two notions have been reconfigured and theorised as ‘public issues’ rather than ‘personal troubles’. Barton's contribution is signified both in terms of his contribution to the evolution of the ‘sociological imagination’ – as a powerful theoretical tool for unravelling the highly political and contested nature of disability and special educational needs – and also in terms of his analysis of the emergence and development of sociological theorising in the field. The parochial obsession with deficit and medical‐oriented approaches to dealing with ‘difference’ and ‘need’ have been significantly challenged through the ‘sociological imagination’ aimed at pointing up the highly political and complex nature of disability and ‘special educational needs’. Times have changed and sociological theorising has evolved, but presumed ‘personal troubles’ are still not unequivocally conceptualised as being intertwined with, resting upon and emanating from ‘public issues’ embedded in the social, cultural and political edifice of educational, social and national communities. The ‘sociological imagination’ should be constantly invoked and deployed in order to expose and challenge the sophisticated ways in which individual pathology accounts and special educational imperatives re‐invent themselves through more inclusive linguistic veneers. 相似文献
96.
Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. 相似文献
97.
Anastasia Liasidou 《International Journal of Inclusive Education》2013,17(3):229-241
ABSTRACTThere has been little empirical study within low- and middle-income countries on how to effectively prepare teachers to educate children with disabilities. This paper reports on the impact of an intervention designed to increase teaching self-efficacy, improve inclusive beliefs, attitudes and practices, and reduce concerns around the inclusion of children with disabilities within the Lakes region of Kenya. A longitudinal survey was conducted with in-service teachers (matched N?=?123) before and after they had participated in a comprehensive intervention programme, delivered in the field by Leonard Cheshire Disability. Results showed that the intervention increased teaching self-efficacy, produced more favourable cognitive and affective attitudes toward inclusive education, and reduced teacher concerns. However, there was little evidence regarding the impact on inclusive classroom practices. The increase in teaching self-efficacy over the intervention period was also found to predict concerns over time. Results are discussed in terms of implications for international efforts, as well as national efforts within Kenya to promote inclusive education. 相似文献
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Patricia S. Moyer-Packenham Johnna J. Bolyard Anastasia Kitsantas Hana Oh 《Peabody Journal of Education》2013,88(4):562-591
The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards. 相似文献