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Judith K. Bernhard Marie Louise Lefebvre Kenise Murphy Kilbride Gyda Chud Rika Lange 《Early education and development》1998,9(1):5-28
In order to study the nature of the relationships between early childhood educators and minority families, we interviewed child care teachers (N = 199) and supervisors (N = 77) in three Canadian cities of major immigrant influx. Views of minority families were elicited through 14 focus groups (total attendance, N = 108) in these cities. A coordinated analysis of data revealed four main findings as follows: 1) Although both minority parents and teachers agreed that minority parents were not involved enough in the child care setting, they disagreed about the reasons for the lack of involvement. 2) Minority parents and teachers tended to be unaware of their basic differences in ECE goals, particularly with respect to cognition, social skills, and respect for authority; they gave conflicting accounts of difficulties related to these goals. 3) Schools and minority parents appeared to have substantial differences over what constitutes proper child-rearing methods in the home. The practices of minority parents were often viewed by teachers as lax. 4) Based on teachers' and parents' reports, racial and discriminatory incidents, according to the various definitions of those involved, were not uncommon in child care centers; sometimes teachers were unaware of them. Subtle and unintended effects of racism were much more noticed by some parents than by many teachers. Some of these difficulties may be linked to an “expert model” of early childhood education; hence it is proposed that a collaborative approach is one avenue to better relations between teachers and minority parents. 相似文献
34.
Zusammenfassung Im Bildungssystem Deutschlands besteht eine ausgepr?gte ethnische Ungleichheit: Kinder aus Familien mit Migrationshintergrund
erreichen nicht nur niedrigere, sondern auch weniger Bildungsabschlüsse als ihre deutschen Mitschüler und Mitschülerinnen.
Dieses Defizit bei der Akkumulation von kulturellem Kapital wirkt sich wiederum negativ auf ihre Arbeitsmarktplatzierung und
damit auf ihre strukturelle Assimilation in Deutschland aus. Die Ergebnisse hinsichtlich der Bedeutung intergenerationaler
Transmission von Kapitalien in Deutschland zeigen klar, dass die unterschiedlichen Sozialisationsbedingungen in den Familien
einen ausschlaggebenden Faktor für den schulischen und beruflichen Erfolg darstellen. Insbesondere das kulturelle Kapital,
das Familien nach einer internationalen Wanderung in intergenerative Transmissionsprozesse investieren k?nnen, scheint von
strategischer Bedeutung für den Verlauf und die Geschwindigkeit von Assimilationsprozessen zu sein. Die Struktur des deutschen
Schulsystems spielt dabei eine entscheidende Rolle, denn sie bestimmt die Rahmenbedingungen unter denen intergenerationale
Transmission in Migrantenfamilien m?glich und erfolgreich sein kann.
Summary Intergenerational Transmission of Cultural Capital in Migrant Families: Towards an explanation of ethnic differences in the
German educational system
There is a clearly established inequality in the German educational system: children from migrant families do not simply achieve
lower, but also less qualifications than their German counterparts. This deficit in the accumulation of cultural capital leads
to negative placement opportunities in the job market and eventually affects their structural assimilation in Germany negatively.
The results concerning the importance of intergenerational transmission of resources clearly demonstrate that differences
in the conditions for socialization in the families have a significant effect on school and vocational success. In particular,
the cultural capital which families invest in intergenerational transmission appears to be of strategic importance to the
course and speed of assimilation processes. The structure of the German school system plays a decisive role, since it determines
the framework within which intergenerational transmission in migrant families is possible and successful.
相似文献
35.
浇注式沥青混合料高温性能研究 总被引:5,自引:0,他引:5
车辙是正交异性钢桥面沥青混凝土铺装主要病害之一 .采用汉堡轮辙试验机 ,提出了适宜于德国、考察浇注式沥青混合料高温性能的试验条件 ,测试和比较了不同浇注式沥青混合料的高温性能 .聚合物改性沥青混合料具有较高的抗车辙能力 .滞留时间和拌和频率对浇注式沥青混合料的性能有明显的影响 相似文献
36.
This paper discusses a model-based approach to validate software requirements in agile development processes by simulation and in particular automated testing. The use of models as central development artifact needs to be added to the portfolio of software engineering techniques, to further increase efficiency and flexibility of the development beginning already early in the requirements definition phase. Testing requirements are some of the most important techniques to give feedback and to increase the quality of the result. Therefore testing of artifacts should be introduced as early as possible, even in the requirements definition phase. 相似文献
37.
New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data 总被引:1,自引:0,他引:1
The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning. 相似文献
38.
In line with theoretical approaches, such as the influence of presumed influence approach, many studies have shown that the stronger individuals perceive the media’s influence to be on others, the more the individuals demand restrictions on the media and its influence. However, these studies provided information only about the correlation between the two constructs and did not test the direction of their causal relationship. To close this research gap, a two-wave panel study among German citizens was conducted. The results show that, rather than being the other way around, it is the presumed strength of online media’s political influence on others that affects demands for restrictions. Moreover, the findings indicate that the presumed political influence of online media on others also affects the presumed reach of online media. 相似文献
39.
40.
Manuela Pietraß Bernhard Schmidt Rudolf Tippelt 《Zeitschrift für Erziehungswissenschaft》2005,8(3):412-426
Der Begriff des informellen Lernens wird hier auf den Wissenserwerb im Rahmen der allt?glichen Nutzung von Massenmedien bezogen.
Bei der genaueren Betrachtung des Mediennutzungsverhaltens von verschiedenen Altersgruppen erweisen sich sozio-kulturelle
Unterschiede als wichtige Pr?diktoren für Mediennutzung und -rezeption. Das Konzept der sozialen Milieus eignet sich zur Analyse
sozio-kultureller Differenzen, auch mit Blick auf die Medienbildung. Bei Kindern scheint das Herkunftsmilieu der Eltern einen
zentralen Einfluss auf deren Medienbildung zu haben, w?hrend im Jugendalter auch jugendkulturelle Rahmungen bedeutsam werden.
Medienrezeption wird dabei nicht als einseitiger Prozess, sondern als kommunikative Interaktion zwischen Medienproduzenten
und Medienkonsumenten verstanden. Letztere bringen in der Wahl von Medien, Genres und Rezeptionskontexten auch ?sthetische
Pr?ferenzen und ihren sozio-kulturellen Habitus zum Ausdruck. 相似文献