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排序方式: 共有151条查询结果,搜索用时 15 毫秒
121.
Sonia Q. Cabell Tricia A. Zucker Jamie DeCoster Carolina Melo Lindsay Forston Bridget Hamre 《Early education and development》2019,30(1):1-18
Research Findings: This study examined the association between interactive book reading quality and prekindergarten children’s gains in language and literacy skills over the course of an academic year for 96 teachers and 417 children across multiple locations in the United States. Two moderators were examined, namely, children’s initial skill level and teachers’ classroom organization during an interactive read-aloud session. In keeping with prior research, interactive book reading quality, measured by examination of teachers’ extratextual talk, was positively and significantly related to children’s development of both language and literacy skills. Interactive book reading quality was not significantly moderated by children’s initial skills, with the exception that interactive book reading quality appeared most beneficial to children’s print knowledge for children entering prekindergarten with relatively low skill. The unique contribution of this study is that the association between interactive book reading quality and children’s expressive vocabulary was dependent on an organized classroom during the book reading session. Practice or Policy: The quality of teachers’ talk during interactive book reading may matter for children’s vocabulary development only when reading sessions are characterized by relatively high classroom organization. Classroom organization should be an important consideration while planning for interactive book reading sessions. 相似文献
122.
This article explores how two African American professors both “outsiders” to the inner workings of the academy created a
support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their
relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was
an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal
narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their
retention and success in the academy.
Sharon Fries-Britt and Bridget Turner Kelly received their Ph.D.’s from The University of Maryland. Dr. Kelly is an Assistant
Professor of Education, Integrated Professional Studies, The University of Vermont, Burlington, VT, USA. Her research centers
on marginalized students and faculty in higher education, namely women and people of color. Dr. Fries-Britt is an Associate
Professor at the University of Maryland. Her work focuses on the experiences of high achieving Black collegians and their
success and retention in higher education. She is also interested in patterns of success for Black faculty and administrators
in higher education. 相似文献
123.
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? 总被引:2,自引:0,他引:2
This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation. 相似文献
124.
Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender 下载免费PDF全文
Gabrielle H. Rocchino Bridget V. Dever Alana Telesford Kristen Fletcher 《Psychology in the schools》2017,54(9):905-917
This study examines academic self‐efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self‐efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low‐income high school students who completed self‐report measures on the constructs of interest. Academic self‐efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self‐efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self‐efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. 相似文献
125.
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills 总被引:33,自引:0,他引:33
Mashburn AJ Pianta RC Hamre BK Downer JT Barbarin OA Bryant D Burchinal M Early DM Howes C 《Child development》2008,79(3):732-749
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children's school readiness. 相似文献
126.
Christopher A. Rates Bridget K. Mulvey David F. Feldon 《Journal of Science Education and Technology》2016,25(4):610-627
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students’ understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence (r = .26, p = .03), Order (r = .37, p = .002), and Tradeoffs (r = .44, p = .001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction. 相似文献
127.
Yanan Zhang R. Glenn Weaver Bridget Armstrong Sarah Burkart Shuxin Zhang Michael W. Beets 《Journal of sports sciences》2020,38(17):2021-2034
ABSTRACT Heart rate (HR), when combined with accelerometry, can dramatically improve estimates of energy expenditure and sleep. Advancements in technology, via the development and introduction of small, low-cost photoplethysmography devices embedded within wrist-worn consumer wearables, have made the collection of heart rate (HR) under free-living conditions more feasible. This systematic review and meta-analysis compared the validity of wrist-worn HR estimates to a criterion measure of HR (electrocardiography ECG or chest strap). Searches of PubMed/Medline, Web of Science, EBSCOhost, PsycINFO, and EMBASE resulted in a total of 44 articles representing 738 effect sizes across 15 different brands. Multi-level random effects meta-analyses resulted in a small mean difference (beats per min, bpm) of ?0.40 bpm (95 confidence interval (CI) ?1.64 to 0.83) during sleep, ?0.01 bpm (?0.02 to 0.00) during rest, ?0.51 bpm (?1.60 to 0.58) during treadmill activities (walking to running), while the mean difference was larger during resistance training (?7.26 bpm, ?10.46 to ?4.07) and cycling (?4.55 bpm, ?7.24 to ?1.87). Mean difference increased by 3 bpm (2.5 to 3.5) per 10 bpm increase of HR for resistance training. Wrist-worn devices that measure HR demonstrate acceptable validity compared to a criterion measure of HR for most common activities. 相似文献
128.
Clinical information seeking in traumatic brain injury: a survey of Veterans Health Administration polytrauma care team members 下载免费PDF全文
129.
Despite an increase in anterior knee laxity (AKL) during the adolescent growth spurt in girls, it is unknown whether landing biomechanics are affected by this change. This study investigated whether pubescent girls with higher AKL displayed differences in their lower limb strength or landing biomechanics when performing a horizontal leap movement compared to girls with lower AKL. Forty-six pubescent girls (10–13 years) were tested at the time of their peak height velocity (PHV). Passive AKL was quantified and used to classify participants into higher (HAKL; peak displacement > 4 mm) and lower (LAKL; peak displacement < 3 mm) AKL groups (n = 15/group). Three-dimensional kinematics, ground reaction forces (GRF) and muscle activation patterns were assessed during a horizontal leap landing. HAKL participants displayed significantly (P < 0.05) reduced hip abduction, increased hip abduction moments, as well as earlier hamstring muscle and later tibialis anterior activation compared to LAKL participants. Girls with HAKL displayed compensatory landing biomechanics, which are suggested to assist the functional stability of their knees during this dynamic task. Further research is warranted, however, to confirm or refute this notion. 相似文献
130.
Bridget Reynolds Sheffer 《Journal of Intercultural Communication Research》2014,43(2):134-150
In a networked world, national reputation management is an essential part of mediated public diplomacy and a unique part of intercultural communication. On May 31, 2010, the Free Gaza Flotilla breached the Israeli blockade off the coast of the Gaza strip which resulted in nine casualties. The purpose of this rhetorical analysis is to explore Israel’s attempt to manage its reputation during the incident. A Bakhtinian dialectical analysis was conducted to explore the conceptualization of political dialectics and to enhance the research on political grammars. The findings reveal the failures of public diplomacy when underlying tensions are ignored and when unwilling to negotiate through those tensions. 相似文献