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In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of superheroes from critical collaborative leadership. Although we discuss each issue separately, these conceptions are interrelated and intersecting. We conclude with a call to educators for social justice to change their work in several fundamental ways. 相似文献
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Colleen T. Downs 《Assessment & Evaluation in Higher Education》2006,31(3):345-364
Performance of individual students in a tertiary level course is usually reflected in a final mark that determines their progress and transfer to higher courses. The contributions of different types of assessment to this final mark vary greatly within and between subjects in and between institutions. Performance of students in a first year course, Bioscience at the University of KwaZulu‐Natal, Pietermaritzburg (UKZN) was assessed to determine if there were any patterns emerging in the broad components that contributed to the final mark, namely the coursework, theory and practical examinations. Performance of students was compared in Bioscience 110 for the years 1995–2000 using Repeated Measures ANOVA. Students performed best in coursework. All students performed poorly in the theory examinations. In addition differential performance between students, particularly the performance of sub‐groups within the class was investigated. Of particular interest were English second language (ESL) students, and previous Science Foundation Programme (SFP) students. The latter are mainly previously disadvantaged Black students. All sub‐groups of students showed similar trends in performance in Bioscience assessment tasks and final marks. However, the SFP students' final marks were lower than the other sub‐groups, and showed a decreased performance for the same period. Most students, excluding SFP students, fell in the 50–59% category for the final Bioscience 110 marks obtained for the period 1995–2000. Theory examinations were investigated further, and were analysed in their component parts, namely multiple choice (MCQ), short questions and essay. Students performed best and consistently in MCQ. In contrast, students performed poorly in the short question and essay sections. Although the different ethnic sub‐groupings showed similar trends in performance, the SFP students showed the poorest performance. In particular, they scored lowest in the theory examinations where they performed more poorly than the other sub‐groupings in short questions and essays that require higher order cognitive skills. These patterns suggest that changes are required at the teaching, student and assessment interfaces. 相似文献
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Sarant JZ Holt CM Dowell RC Rickards FW Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. 相似文献
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John Fantuzzo Jill Stoltzfus Megan Noone Lutz Helen Hamlet Vijaykumar Balraj Colleen Turner Samuel Mosca 《Early childhood research quarterly》1999,14(4):465
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed. 相似文献
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Christian M. Connell Jeffrey J. Vanderploeg Karol H. Katz Colleen Caron Leon Saunders Jacob Kraemer Tebes 《Child abuse & neglect》2009,33(4):218-228
ObjectivesThis study examined risk of maltreatment among children exiting foster care using a statewide sample of children reunified between 2001 and 2004 in Rhode Island. The objectives were: (1) to compare rates of maltreatment following parental reunification for youth in care as a result of maltreatment with those in care for other reasons; and (2) to assess the effects of child, family, and case characteristics on rates of re-maltreatment among children placed in foster care due to maltreatment.MethodA longitudinal dataset of all reunified cases was matched with state records of substantiated Child Protective Service (CPS) investigations. Two Cox proportional hazards models were tested. The first model compared rates of subsequent maltreatment for two groups: children in foster care as a result of maltreatment, and those in care for other reasons. The second model investigated the effects of child, family, and case characteristics on re-maltreatment rates for those in care as a result of maltreatment.ResultsChildren in foster care due to maltreatment were significantly more likely to be maltreated following reunification. Among children in foster care due to maltreatment, factors that raised risk for re-maltreatment included a previous foster care placement, exiting care from a non-relative foster home, and removal due to neglect. Older adolescents had lower rates of re-maltreatment than infants. Child neglect was the primary type of recurrent maltreatment that occurred following reunification.ConclusionsSupports are needed for families about to be reunified, particularly when the removal was prompted by incidents of abuse or neglect. Incidents of neglect are particularly likely and appropriate services should specifically target factors contributing to neglect. Cases involving youth with a history of repeated foster care placement or in which non-relative placements are utilized may need additional supports.Practice implicationsThis study suggests that services should be developed to minimize the risk for recurrent maltreatment following reunification. Services would be most useful for high-risk cases prior to reunification and during the first year following reunification. Understanding the risks associated with maltreatment will help guide development of appropriate interventions. 相似文献
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Vivian Miu-Chi Lun Ronald Fischer Colleen Ward 《Learning and individual differences》2010,20(6):604-616
Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education. 相似文献
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Colleen Megowan-Romanowicz 《Journal of Science Teacher Education》2010,21(8):993-1011
Teachers enrolled in the master of natural science program for high school science teachers at a large research university
must complete a year-long action research study. This account, by the program’s action research coordinator, describes both
process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers,
shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual
teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them
with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning,
building confidence in their abilities and renewing their commitment to teaching as a vocation. 相似文献
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