全文获取类型
收费全文 | 370篇 |
免费 | 5篇 |
专业分类
教育 | 283篇 |
科学研究 | 11篇 |
各国文化 | 7篇 |
体育 | 37篇 |
文化理论 | 7篇 |
信息传播 | 30篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 11篇 |
2018年 | 17篇 |
2017年 | 17篇 |
2016年 | 14篇 |
2015年 | 8篇 |
2014年 | 9篇 |
2013年 | 86篇 |
2012年 | 9篇 |
2011年 | 8篇 |
2010年 | 10篇 |
2009年 | 8篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 10篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 6篇 |
1976年 | 5篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1970年 | 2篇 |
1964年 | 2篇 |
1907年 | 2篇 |
1833年 | 1篇 |
排序方式: 共有375条查询结果,搜索用时 15 毫秒
161.
Lauren M. Carter Amanda P. Williford Jennifer LoCasale-Crouch 《Early education and development》2014,25(7):949-972
Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics, beliefs, self-efficacy, child behavior, and the quality of the teacher–child relationship with selected children. Confirmatory factor analysis demonstrated that the hypothesized 2-factor model fit significantly better than a 1-factor model, with the 2 factors being Causal and Responsibility. The resulting Causal and Responsibility subscale scores had solid internal consistency as measured by Cronbach's alpha coefficients. Significant bivariate and partial correlations with teacher practices and beliefs provided preliminary support for the measure's construct validity. Practice or Policy: Findings from this study suggest the importance of including a measure of teacher attributions in studies that explore teachers' beliefs, practices, and relationships with children. 相似文献
162.
This paper explores the ways in which student teachers position themselves as teachers in primary classrooms. It focuses upon one discourse in primary teaching, which we have called the ‘real teacher’ discourse, and argues that it is mainly in terms of this that students come to understand ‘being a teacher’. 相似文献
163.
This article introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). It argues that dominant models of research impact tend to see it as a linear process, based on a donor-recipient model, occurring at the end of a project following the take-up and use of findings. PAR challenges this approach, as impact is embedded in cycles of the action research process; the distinction between researchers, research informants and research users is blurred; and micro process-based impacts, including changes in the thinking and practices of co-researchers, are as significant as findings-based changes in policy and practice. A conceptual framework is developed, based on a three-fold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. This is applied to a case study action research project, Debt on Teesside, working with low-income households in North-east England. The project is analysed in terms of participatory impact (e.g. developing skills of participating households, mentor-researchers, and university staff); collaborative impact (e.g. findings-based changes in thinking, policies and practices of advice, community finance and housing agencies, and local authorities resulting from collaborative research); and ‘collective impact’, adapted from the field of social interventions, which involves organisations collectively targeting specific actions based on research (e.g. changing policy and practices of lenders and government relating to high-cost loans). 相似文献
164.
Emily Evans Cynthia Carter Ching Heidi L. Ballard 《Environmental Education Research》2012,18(3):391-402
In the following case study, we examine the interplay between self-perception, environmental perception, and the interests and practice of volunteer trail guides who were recruited to provide educational services for visitors to a natural reserve in Northern California. Through semi-structured interviews with 15 guides and observations of training sessions and educational walks, we found that although individual perspectives of volunteers varied regarding the role of an educator for the reserve, guides shared common interests in teaching and learning and in the place itself. Active guides were drawn to the program by an interest in teaching and learning, had a previous relationship to the place, and held an image of themselves that matched their perceived image of a guide. These findings on the relationship of perception and participation support existing research on issues of identity in environmental education, and extend our current understanding of volunteer participation in interpretation and education programs. 相似文献
165.
166.
Ruth Carter 《International Journal of Science Education》2013,35(3):375-384
This paper describes American schemes for the recruitment and support of women in undergraduate engineering programmes, graduate re‐entry schemes and vocational training. It discusses the need and provision for sex equity training in mathematics and computing. Some common themes which link the various schemes are explored, and comparisons are made between the United States and Britain. 相似文献
167.
Michael R. Mayton Anthony L. Menendez John J. Wheeler Stacy L. Carter Morgan Chitiyo 《Journal of Research in Special Educational Needs》2013,13(3):208-217
The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence‐based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single‐subject studies across 13 peer‐reviewed journals, a 12‐year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single‐subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on‐ or above‐standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below‐standard acceptability in indicators related to both internal and external validity of studies. 相似文献
168.
Cognitive readiness (CR) and performance for operational time‐critical environments are continuing points of focus for military and academic communities. In response to this need, we designed an open source interactive CR assessment application as a highly adaptive and efficient open source testing administration and analysis tool. It is capable of evaluating the CR of individual personnel and combining these results into intuitive, visually based summaries of readiness. The components, logic, and architecture are presented. 相似文献
169.
There is a robust association between prenatal smoking and disruptive behavior disorders, but little is known about the emergence of such behaviors in early development. The association of prenatal smoking and hypothesized behavioral precursors to disruptive behavior in toddlers (N=93) was tested. Exposed toddlers demonstrated atypical behavioral patterns, including (1) escalating externalizing problems from 18 to 24 months and (2) observed difficulty modulating behavior in response to social cues. Specification of exposure-related behaviors is a first step toward generating testable hypotheses about putative mechanisms of effect. While it remains unclear whether prenatal exposure plays an etiologic role in the emergence of disruptive behavior, atypical exposure-related behavioral patterns are evident in the first years of life and demonstrate developmental coherence. 相似文献
170.