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21.
Cindy Castañeda 《Community College Journal of Research & Practice》2013,37(5):439-449
During the past decade much thought has been given to the merits and weaknesses of different ways of calculating transfer rates. This debate, although legitimate and necessary, has not led to research on transfer rates among colleges in different geographic locations. Furthermore, the lack of consensus and sometimes neglect in defining geographic location has reduced the reliability of the data that do exist. This article examines what is known about transfer rates by geographic location and what remains to be studied. Findings on differences by ethnic group and location also are presented. Although there are indications that students from rural areas differ from their urban and suburban counterparts, there has been little work that explores the impact of those differences on transfer rates. The need for further research on transfer rates and college location is also addressed. 相似文献
22.
Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program‐wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today’s classrooms. 相似文献
23.
Peggy A. Ertmer Donald A. Stepich Cindy S. York Ann Stickman Xuemei Wu Stacey Zurek Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. 相似文献
24.
Minds Under Siege: Cognitive Signatures of Poverty and Trauma in Refugee and Non-Refugee Adolescents
Alexandra Chen Catherine Panter-Brick Kristin Hadfield Rana Dajani Amar Hamoudi Margaret Sheridan 《Child development》2019,90(6):1856-1865
The impacts of war and displacement on executive function (EF)—what we might call the cognitive signatures of minds under siege—are little known. We surveyed a gender-balanced sample of 12- to 18-year-old Syrian refugees (n = 240) and Jordanian non-refugees (n = 210) living in Jordan. We examined the relative contributions of poverty, trauma exposure, posttraumatic stress, and insecurity to variance in inhibitory control and working memory. We observed associations between poverty and WM, suggesting that, even in populations exposed to substantial violence and fear, poverty is a specific pathway to WM deficit. We did not, however, find associations between EFs and exposures to trauma. Careful distinction between childhood adversities may illuminate which neurocognitive pathways matter for measures of cognitive function. 相似文献
25.
Stephen H. Chen Xue Fang Deng Emily Zhang Leslie K. Wang Cindy H. Liu 《Child development》2021,92(6):e1126-e1137
A central theme of acculturative specificity is the heterogeneity of the immigrant experience. This study integrated this application of the Specificity Principle with intergenerational transmission models of self-regulation and identified both common and specific pathways in the self-regulatory development of Chinese American children in immigrant families (N = 169, Mage = 9.2 years). Consistent with intergenerational transmission models, results indicated associations between parents’ and children’s effortful control, with the mediation of these associations via authoritarian parenting. Parental education, family income, and children’s bilingual proficiency were also uniquely associated with children’s executive function and effortful control. Together, findings provide new directions for research with ethnic minority immigrant families, and underscore the utility of within-group approaches in advancing research on ethnic minority children’s development. 相似文献
26.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
27.
Garrison Yunkyoung Ali Saba Rasheed Lin Ching-Lan Rosaline Kim Ji Youn Cindy Heshmati Sara 《International Journal for Educational and Vocational Guidance》2021,21(3):589-606
International Journal for Educational and Vocational Guidance - The present study discusses a pilot intervention for youth in a predominantly Latinx rural community in the U.S. The intervention... 相似文献
28.
Susan M. Sheridan Emily D. Warnes Richard J. Cowan Ariadne V. Schemm Brandy L. Clarke 《Psychology in the schools》2004,41(1):7-17
Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004. 相似文献
29.
Cindy C. Moseman 《Early education and development》2003,14(2):125-154
Collaborative, equal partnerships between families and schools have been emphasized in early childhood education. However, researchers and practitioners have most often viewed the partnership from the perspective of what families can learn from the school rather than what school staff can learn from families. This study examined the beliefs of kindergarten, first and second grade teachers regarding families' competence to contribute knowledge to their child's educational process. A mixed method design using nominal group technique, Q methodology and interviews was employed. Thirty-three teachers, from a variety of schools, participated in nominal group discussions as a source of Q statements. Q sorts were conducted with 43 teachers. Results indicated three distinct factors characterizing teachers' attitudes regarding family competence to influence classroom practice. Seven teachers, representing the varied beliefs expressed through the Q sort, were interviewed to clarify the three factors emerging from the Q analysis. The findings suggest the need to consider the beliefs of current, as well as prospective, teachers regarding the frequently neglected "other half" of the partnership, school staff learning from families. 相似文献
30.
94 mothers with 2-year-old children were interviewd about their employment, role satisfaction, and social support and were observed in their homes at dinnertime and in a laboratory compliance task. Hierarchical multiple regressions were used to test main effects of employment, hours employed, and their interactions. Maternal employment adversely affected maternal behavior when satisfaction with social support or with the work role was low, but only in the laboratory. Positive main effects of employment on maternal behavior were observed in the home: employed mothers used less power assertion with their children. Mothers who worked longer hours used more guidance and were more responsive to their children in both settings. In both settings, the effect of poor-quality care on child behavior was greater when mothers were employed, and, in the laboratory, boys of employed mothers were more defiant than boys of nonemployed mothers and girls of employed mothers. Boys with more than one current arrangement were more likely than similarly situated girls to be defiant in the laboratory, but they were also less likely than girls to be cared for by fathers. 相似文献