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51.
Globally, children with intellectual disabilities are at an increased risk of being victims of maltreatment compared to those without disabilities. Among the children who do disclose the abuse, limitations with communication and working memory can result in their allegation being perceived as not credible. There are several evidence-based interviewing methods available to interviewers for improving the accuracy and amount of detail in children’s testimonies, such as free-recall and cognitive load questioning. In general, these interviewing methods have been developed and tested with typically developing populations, and do not take into consideration the needs of children with intellectual disabilities. Further, there is very little empirical work to guide forensic interviews with intellectually disabled populations, despite there being a great need for such strategies. To address this notable gap in the literature, the current article reviews the contemporary literature on forensic interviewing to identify the best methods for questioning children with intellectual disabilities in maltreatment cases. Adaptations to the commonly used forensic interviewing techniques, including verbal, nonverbal, and repeated questioning strategies, are proposed that address the unique developmental, social, and emotional needs of this population. Furthermore, a series of recommendations are provided to enhance the limited forensic interviewing research with this population. 相似文献
52.
BISG’s Subject Codes committee follows a structured, consensus-driven process to update and maintain more than 4500 subject headings. The latest version added 93 subject codes, changed 68 literals, reactivated a previously inactive code, and deactivated 11 subjects. Changes affected 22 of the 54 main subject areas. 相似文献
53.
Constance Kamii 《Interchange》1970,1(1):33-39
The present paper draws pedagogical implications from Piaget's theory in the light of Bereiter's critical response to Kohlberg's view against specific instruction. It argues that instruction can be more specific in some ways than Kohlberg suggested, e.g., in the teaching of social knowledge and in the structuring of cognitive processes that will eventually result in logical thinking. It shows the relevance of Piaget's theory to early childhood education and argues that specific instruction should take place within a developmental context and within the framework of a broad theory of knowledge. 相似文献
54.
Joseph Henderson David Long Paul Berger Constance Russell Andrea Drewes 《Educational Studies A Journal of the American Educational Studies Association》2017,53(4):412-425
Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational researchers working within diverse disciplinary and methodological traditions and a broad array of research contexts need to engage in this most pressing of challenges. We argue that the field needs a new commitment to a form of educational justice appropriately scaled to the size of the challenge we face. We address this gap by reviewing current thinking on the human dimensions of climate change and summarizing what research has been conducted in the area of climate change education as a means of identifying a range of possibilities for educational research and praxis. 相似文献
55.
Gooday G Lynch JM Wilson KG Barsky CK 《Isis; an international review devoted to the history of science and its cultural influences》2008,99(2):322-330
This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate. 相似文献
56.
Currently there is much interest in the research literature concerning sex differences for communicator style. This study investigated differences between males' and females' self‐perceptions on Norton's (1983) Communicator Style Construct and on the Social Style Profile (Buchholz, Lash brook & Wenberg, 1976). Forty‐three males and 42 females completed these measures as volunteers in a classroom setting. The results indicated that males' and females' self‐report responses do not differ significantly across these measures. An exploratory cluster analysis of communicator style provided a heuristic for future research. 相似文献
57.
Mary Breunig Jocelyn Murtell Constance Russell 《Journal of Adventure Education & Outdoor Learning》2013,13(4):267-283
In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills. 相似文献
58.
Constance M. Ruzich 《Changing English: An International Journal of English Teaching》2012,19(2):195-207
This classroom research discusses the challenges of integrating face-to-face interactions with the use of on-line resources in secondary English classrooms. Examining the lesson plans of pre-service and early career teachers in the US, I found that the uses of on-line resources were frequently neither coherent nor consistent with the goals and objectives teachers had planned for their lessons. As well, on-line resources rarely furthered teachers’ attempts to support students’ analytical or close reading of literary texts, but instead were used primarily to foster student engagement with the literature. Although on-line literature resources provide almost unimaginable possibilities for enriching classrooms, teachers must learn to identify and clarify their objectives for reading, and they must distinguish their objectives from those of website developers and sponsors. If we want on-line resources to transform our classrooms, then we must be willing and able to transform those materials, to translate them for our students through developing robust questions that will guide their viewings and readings. Additionally, we must acknowledge that on-line contexts may themselves change reading behaviours, and that when using the World-Wide Web, our local contexts matter greatly. 相似文献
59.
The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed. 相似文献
60.
En este artículo, la autora sostiene que la enseñanza de los mecanismos operativos de la adición, cuya automatización no por ser necesaria debe imponerse desde fuera, debe hacerse desde una comprensión por parte del niño de las reglas de esa convencionaliaad, pactándola con ellos mediante procedimientos didácticos diferentes a los tradicionalmente utilizados en preescolar. 相似文献