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Teaching with student response systems in elementary and secondary education settings: A survey study 总被引:2,自引:0,他引:2
William R. Penuel Christy Kim Boscardin Katherine Masyn Valerie M. Crawford 《Educational technology research and development : ETR & D》2007,55(4):315-346
This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers
all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies
they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use
similar instructional strategies when using the technology as have been reported in higher education. These include posing
questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for
all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent
class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies
employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely
to have received professional development in instructional strategies and to perceive the technology as more effective with
students. 相似文献
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Tsz Lun Chu Scott B. Martin Trent A. Petrie Christy Greenleaf 《Psychology in the schools》2019,56(2):163-175
Guided by the biopsychosocial model, we examined (a) the prevalence of weight control behaviors (WCBs; i.e., trying to stay the same weight, lose weight, gain weight, or do nothing about weight) among early adolescent boys by race/ethnicity and grade level, and (b) how the boys’ perceptions of sociocultural pressures (from parents, peers, and media) to lose weight, gain weight, exercise, and diet predicted their WCBs while accounting for body composition and grade level. Early adolescent boys ( n = 508) in middle schools completed survey measures of WCB and sociocultural pressures and objective assessment of body mass index as body composition. Multinomial logistic regressions revealed that sixth graders were more likely than seventh and eighth graders to be trying to lose weight. Moreover, greater pressure to gain weight and lower pressure to exercise predicted a greater likelihood of trying to gain weight. The significant roles of grade levels and different sociocultural pressures in predicting WCBs suggest that health professionals and school staff should consider these factors when intervening with early adolescent boys. 相似文献
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Christy M. Walcott Amber Upton Larry M. Bolen Michael B. Brown 《Psychology in the schools》2008,45(6):550-561
Different functions within different forms of aggression were examined in relation to peer‐perceived preference and popularity among middle school students. Two hundred and three 7th grade students were nominated by a subset of their grade mates based on indices of likeability, popularity, and aggressiveness. Both linear and curvilinear associations were examined. Lower peer preference, but higher popularity, was associated with increased levels of all types of aggression, supporting the need to differentiate the relationship between aggression and these two facets of peer status. Relational aggression was associated with both low and high levels of popularity. Overt aggression was related to low peer preference and, to a lesser degree, high peer preference. It appears that what separates low‐ and high‐status students is not the presence of aggression per se, but how effectively their displays of aggression achieve their social goals. Findings are discussed in respect to social dominance theory, and implications for practice are considered. © 2008 Wiley Periodicals, Inc. 相似文献
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Christy M. Walcott Sandra M. Chafouleas James L. McDougal David N. Miller T. Chris Riley‐Tillman Jessica Blom‐Hoffman Robert J. Volpe 《Psychology in the schools》2008,45(1):1-4
In this age of increasing professional accountability, it is important that school practitioners engage in evidence‐based practices. In support of this goal, the intent of this special issue is to disseminate practical, user‐friendly, evidenced‐based information related to school‐based health issues. This article introduces the Psychology in the Schools “Practitioner's Edition” on school‐based health promotion. A conceptual framework for the issue, encompassing universal prevention strategies and tertiary intervention strategies, is described. First, school practitioners have unique opportunities to promote healthy behavior for all children and to engage in universal prevention of common health conditions. Second, practitioners should recognize the special needs of children with specific diagnosed medical conditions and employ individualized intervention strategies for these children. © 2007 Wiley Periodicals, Inc. 相似文献
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This study assessed the hypothesis that popularity in adolescence takes on a twofold role, marking high levels of concurrent adaptation but predicting increases over time in both positive and negative behaviors sanctioned by peer norms. Multimethod, longitudinal data, on a diverse community sample of 185 adolescents (13 to 14 years), addressed these hypotheses. As hypothesized, popular adolescents displayed higher concurrent levels of ego development, secure attachment, and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a popularity-socialization hypothesis, however, in which popular adolescents were more likely to increase behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease behaviors unlikely to be well received by peers (e.g., hostile behavior with peers). 相似文献
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This article summarizes the literature concerning the use of visual and textual metaphors and describes outcomes of a project designed to help teacher education candidates begin integrating their personal beliefs about teaching with their growing professional knowledge and emergent practice. By using metaphors, teacher educators have the opportunity to help candidates solidify convictions and meanings and uncover “tacit or unarticulated” beliefs (Clandinin & Connelly, 1995, p. 6) that can lead to frame conflict (Reddy, 1993), that is, dueling metaphors. For example, there is a frame conflict in the conception of student value in the metaphors of teacher-as-police-officer and teacher-as-gardener. In one metaphor, students are perceived as deficit “others” who must be carefully watched by authorities; in the gardening metaphor, student potential is recognized as “more than” what can be seen on the surface. This article demonstrates how one university faculty explores textual and visual metaphor to encourage discourse among the candidates, other peers, and professors in a school of education. This extended dialogue gives candidates the opportunity to “compare their own characterizations to those of their peers, and depending on the responses of others, either maintain their own construals or bring theirs in line with those of the others” (Petrie & Oshlag, 1993, p. 602). This is the educative process of frame restructuring. As an added benefit of this project, the authors have found that using an artistic format combined with a written explanation of their work requires candidates to become more thoughtful, reflective practitioners. 相似文献
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