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181.
Belinda Bustos Flores Cindy M. Casebeer Mari Riojas-Cortez 《Journal of Early Childhood Teacher Education》2013,34(3):266-286
Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort. 相似文献
182.
Tracy Pelkowski Keith Trahan Dana M. Winters Cindy Tananis Mallary I. Swartz 《Journal of Early Childhood Teacher Education》2013,34(2):96-119
ABSTRACTStudies show that early engagement with mathematics leads to increased math achievement later in life. Yet, early childhood teachers do not regard mathematics as critical to young learners’ development and lack confidence with helping children learn mathematics. Early childhood teacher comfort and engagement with mathematics is a critical element to promoting intentional math instruction. Research was conducted to examine the effects of an innovative professional development program for Head Start preschool teachers with the goal of increasing pedagogical content knowledge and confidence in teaching mathematics. The findings in this article focus on classroom observations that concentrated on teacher engagement with mathematics. 相似文献
183.
Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429
184.
Cindy S. York Peggy A. Ertmer 《Educational technology research and development : ETR & D》2011,59(6):841-863
Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional
design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported
as being important to the success of the design process. The overarching purpose of the study was: (1) to examine and describe
the heuristics that guided instructional designers’ practice and (2) to identify the relationship between these heuristics
and key competencies of the discipline, as outlined by the International Board of Standards for Training, Performance, and
Instruction. Sixty-one heuristics were ultimately identified (reached consensus). All 61 aligned with at least one of the
four categories of IBSTPI, with some aligning with more than one. More specifically, 17 heuristics aligned with Professional
Foundations competencies, 17 aligned with Planning and Analysis competencies, 18 aligned with Design and Development competencies
and 10 aligned with Implementation and Management competencies. By examining instructional design heuristics, we hope to better
understand the potential genesis and/or future application of each heuristic. Results provide insights into the specific heuristics
experienced designers perceive as being effective during the ID process. 相似文献
185.
Cindy S. Ticknor 《Educational Studies in Mathematics》2012,81(3):307-323
Advisory committees of mathematics consider abstract algebra as an essential component of the mathematical preparation of secondary teachers, yet preservice teachers find it challenging to connect the topics addressed in this advanced course with the high school algebra they must someday teach. This study analyzed the mathematical content knowledge that developed in preservice teachers during a semester course in abstract algebra utilizing Lerman's “person-in-practice-in-person” lens. This unit of analysis provided insights into the situated nature of the algebra learned by illuminating how the goals of the instructor and preservice teachers impacted the community of practice created in the university classroom and how participating in that community impacted the preservice teachers' mathematical identities. 相似文献
186.
Cindy Rottmann 《Journal of Educational Change》2012,13(2):191-216
North American teacher unions’ positive contributions to educational change have historically flown under the radar of educational
policy makers, a situation that has been reified by recent attacks on public sector unions. In this article, I draw on social
movement theory and an institutional case study of a self described social justice union to analyze teacher unions’ unique
contributions to educational improvement. The primary product of this analysis is a cyclical model of union-supported, teacher-initiated
educational change that codifies 40 years of social justice activism incubated, supported and catalyzed by a Canadian teacher
union. 相似文献