全文获取类型
收费全文 | 176篇 |
免费 | 5篇 |
专业分类
教育 | 137篇 |
科学研究 | 3篇 |
各国文化 | 3篇 |
体育 | 5篇 |
文化理论 | 2篇 |
信息传播 | 31篇 |
出版年
2023年 | 2篇 |
2022年 | 8篇 |
2021年 | 6篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 12篇 |
2016年 | 17篇 |
2015年 | 6篇 |
2014年 | 12篇 |
2013年 | 36篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 1篇 |
1999年 | 4篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1982年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有181条查询结果,搜索用时 0 毫秒
51.
Bigras Nathalie Lemay Lise Lehrer Joanne Charron Annie Duval Stéphanie Robert-Mazaye Christelle Laurin et Isabelle 《Early Childhood Education Journal》2021,49(5):775-787
Early Childhood Education Journal - This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed... 相似文献
52.
Stephen H. Braren Annie Brandes‐Aitken Rosemarie E. Perry Kevon Williams Krystalle Lyons Sashana Rowe‐Harriott Clancy Blair 《Mind, Brain, and Education》2021,15(1):61-66
We examined interactions between baseline hypothalamic–pituitary–adrenal (HPA) axis and parasympathetic nervous system (PNS) activity in relation to executive functions (EF) in a sample (n = 1,005) of children in low wealth, nonurban communities at age 48 months. Salivary cortisol and respiratory sinus arrhythmia (RSA) represented baseline HPA axis and PNS activity, respectively. The interaction between RSA and cortisol predicted EF such that children with either lower RSA and lower cortisol, or higher RSA and higher cortisol had higher EF scores. These findings suggest a potential compensatory relation in which the PNS and HPA axis counterbalance each other to support cognition. 相似文献
53.
54.
Annie?BernierEmail author Simon?Larose Nathalie?Soucy 《Research in higher education》2005,46(1):29-51
This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed. 相似文献
55.
56.
Auphan Pauline Ecalle Jean Magnan Annie 《European Journal of Psychology of Education - EJPE》2019,34(3):641-663
European Journal of Psychology of Education - Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are... 相似文献
57.
Debbie B. Golos Annie M. Moses Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249
Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world. 相似文献
58.
Ecalle Jean Magnan Annie Auphan Pauline Gomes Christophe Cros Laurent Suchaut Bruno 《European Journal of Psychology of Education - EJPE》2022,37(3):605-625
European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time... 相似文献
59.
Annie Venville Margaret Mealings Priscilla Ennals Jennifer Oates Ellie Fossey Jacinta Douglas 《International Journal of Disability, Development & Education》2016,63(6):571-592
Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation. 相似文献
60.
Previous studies have revealed that preschool-age children who are not yet readers pay little attention to written text in
a shared book reading situation (see Evans & Saint-Aubin, 2005). The current study was aimed at investigating the constancy of these results across reading development, by monitoring eye
movements in shared book reading, for children from kindergarten to Grade 4. Children were read books of three difficulty
levels. The results revealed a higher proportion of time, a higher proportion of landing positions, and a higher proportion
of reading-like saccades on the text as grade level increased and as reading skills improved. More precisely, there was a
link between the difficulty of the material and attention to text. Children spent more time on a text that was within their
reading abilities than when the book difficulty exceeded their reading skills.
This research was supported by grants from the Canadian Language and Literacy Research Network (CLLRNet) to Jean Saint-Aubin
and to Mary Ann Evans. This article was part of Annie Roy-Charland doctoral exam. 相似文献